Report of
the Portfolio Committee on Education on Oversight Visit to Further Education
and
A.
INTRODUCTION
The
Portfolio Committee on Education having undertaken an oversight visit to Education and Training (FET) Colleges,
reports as follows:
As part of its oversight function over
Further Education and
The Further Education and Training (FET)
Act No. 98 of 1998 was promulgated in 1998. It provides for a broad framework
within which the FET system can be developed and implemented. The Act regulates
the FET Colleges by providing for the establishment, governance and funding of
public FET institutions. The FET Sector is divided into two sections, the FET
schools (grades 10 to 12) and the FET Colleges. There are 50 Public FET
Colleges that are a result of a merger of the previous 152 technical colleges
that is made up of multi-Campus institutions that are distributed across the
country. The sector is constituted by 206 Campus sites.
B. LOGISTICAL
ARRANGEMENTS
The Portfolio Committee Members divided
themselves into two teams of multi party delegations.
The delegation to the Limpopo and
While in Limpopo Privince the delegation
was joined by, the Chairperson of the Provincial Legislature Portfolio
Committee on Education, Ms Joyce Ndimande and Mr LJ Lepulane, a Member of the
Provincial Legislature, Ms Ida Maaga, Committee Secretary, Limpopo Provincial
Legislature, Mr Rapule Matsane, Manager Parliamentary Affairs in the Office of
the MEC and Ms SE Lekoloane, FET Curriculum. The National Department of
Education was represented by, Mr MD Mashaba, and Mr MW Mogashoa, FET, IDS.
The delegation of the
C. TERMS OF
REFERENCE
The main purpose of the oversight visit
was to assess and monitor the readiness of all the FET Colleges with relation
to:
Governance; Human Resource; Finances;
Learnership support services;
status of workshops and curricula;
implementation of Employment of Educators Act and progress on appointment of
Chief Executive Officers.
D.
FINDINGS
1. REPORT ON
VISIT TO
1.1
Meeting
with MEC for Education,
On 14 August 2005, the delegation was
hosted by the MEC for Education,
The MEC in his welcoming speech gave an
overview of the FET Colleges in the Province. He conceded that the province has
embraced the re-capitalisation process. However, there are glaring challenges
facing FET Colleges that are in relation to machinery, infrastructure,
accreditation of workshops and learnership support services. He made the
following observations:
·
The education pyramid is inverted. There are more
university students than FET college students. This must be corrected.
·
The recapitalisation of FET colleges needs a clear
definition. The process seems to be confined to infrastructure development.
·
Experts should have been involved in a broad analysis to
have a long- term plan for the sector.
·
The FET colleges are not well advertised and yet they have
a vital contribution. The Agriculture, mining and tourism are the economic
drivers and FET colleges must be geared to support these sectors.
·
There are some challenges associated with implementation of
the Employment of Educators Act.
·
The cross border FET colleges should be controlled
centrally.
He indicated that his office was
considering the possibility of organising a provincial mini summit to address
the challenges facing FET Colleges in the province.
2. VISIT TO FET
COLLEGES
On 15 August 2005, the delegation visited
a number of FET Colleges in the province:
2.1
The Chief Executive Officer of Capricorn
FET College, Polokwane Campus, Mr KR Madzhie and the Campus Manager, Mr M
Letsoalo welcomed the delegation.
The CEO, reported to the delegation on
issues of governance within the College. While the Councils are operational,
the College still has to clarify on the following matters pertaining to
governance of the Council:
·
Who should be the members of Council and what allowances
they should receive?
·
What are the roles and responsibilities of the Council
versus those of management?
·
What are the powers of Councils versus those of the
provinces?
·
There is a need for the coordination of the engagement of
FET colleges with industries.
·
The FET Colleges Act needs to be revisited.
Mr. TJ Kekana CEO, Human Resources
reported that the institution is experiencing challenges with the
implementation of the Employment of Educators Act, (1998). Though the
institution has an orgnaogram, but some of the staff members are people
employed on contract posts. There is a lack of specialisation in the institution. The challenge for FET colleges is grading
between those with full time equivalent (FTE) of 2000 and above and those that
are below.
On Infrastructure, CEO, Mr. KR Madzhie,
reported on the following challenges:
·
Equipment is old.
Since the mergers, no funds have been received from the provinces.
·
Equipment for information technology is very old and the
new ones are very expensive.
On Finance, CEO Ms MJ Botha CEO, Finance
reported the Colleges receives budget from the provincial government. The
concern however is that the institutions generally do not have Financial
managers.
On Curriculum, CEO, Ms SC Sehlake
indicated that there is no national qualifications framework (NQF) for FET
colleges. He also reported that the Industry has no confidence in FET college
courses. When writing examinations, the Department assesses on NATED courses
and not on their practical work. The
SETAs are also involved in the assessment of learners.
The Co-ordinator of Hospitality and Food
Services, Ms Ngoasheng gave a brief inspection tour of the facilities. She
reported that the Campus offers trimester courses in Carpentry, Clothing
production, Interior decoration, Hospitality and Food Services, Tourism and
Motor Mechanic. The emphasis on these courses is on theory and not practical.
The Umsombovu Youth Fund, a structure established by Government to provide
funding for learnership programmes sponsors the out of school learners for
practical on welding. The challenge
facing the Campus is that the machines that they are using are old and the
workshops are dilapidated and posed a health risk.
2.2
2.2.1 Meeting with Chief Executive Officers of all FET
Colleges in
The report presented by the
CEO’s/Principals referred to observations made on the state of affairs and
challenges in the areas of governance, human resource, infrastructure and
facilities, curriculum, finances and learner support.
·
Governance
The Chief Executive Officer of Vhembe, Mr
MH Mnisi, briefed the delegation on governance with specific reference to
College Councils operations and the laws regulating FET Colleges. He reported
that all Colleges have Councils, which were appointed by the Provincial MEC,
and these are operational. They have all developed college policies that have
been submitted to the provincial office for approval during the merger process.
The challenges however facing governance of Further Education and
·
Human
Resources
The Chief Executive Officer of Sekhukhune
FET College, Mr TJ Kekana briefed the delegation on current and related human
resource challenges and mechanisms to overcome shortcoming relating to
effective functioning of the campus. The colleges have been provided with two
sets of organograms. The first organogram was the one for smaller colleges under
Post Level 5 and the other was for bigger colleges that were classified under
Post Level 6. As a result of upgrading technical schools into FET Colleges,
former technical colleges staff members were absorbed into the colleges. This
necessitated colleges to offer new courses. As a result therefore, the colleges
began to offer new courses, and appoint their own lecturers and staff on a
temporary basis. It is against this background that the Chief Executive
Officers /Principals were appointed and no further management positions were
filled.
The delays in filling middle management
positions contributed in further challenges that affected the delivery on the
expected functions of the Colleges. As a result of the willy-nilly appointment
of staff into positions, this compromised professionalism and affected the
working hours of educators.
In order to overcome the challenges of
job security and high turnover of educators, the college proposed that the
provincial department should rather fill the vacant positions and develop
separate working hours for FET educators in the FET Colleges sector, and also
consider standardising the grading of Principals.
·
Infrastructure
and Facilities
The CEO of Polokwane Campus of
The major challenges mentioned related to
the non-existence of information communication technology, non-responsiveness
to industrial requirements, dilapidated buildings and old machinery. In order
to overcome infrastructural challenges, they proposed that the
re-capitalisation process should set aside funds to upgrade and develop
infrastructure and that the provincial department and the private sector should
support colleges to develop resources to effectively provide training.
·
Finance
The Chief executive officer of
They proposed that the Provincial
Department should set aside earmarked funds for the maintenance of college
infrastructure, that colleges should not be funded based on the number of
registrations instead, colleges should be funded on the production of quality programmes
that address the economic needs of the country.
·
Learner
Support
The CEO of Lephalale FET College, Mr J
Raath, reported on the learner support services. The learner support services
had been the initiative of colleges and some colleges had entered into
partnership with Non-Governmental Organisations (NGOs) to offer learnership services.
The challenge is that learners need to be
supported to gain access to the industries. The Colleges need to develop
centres of relaxation where learners could feel relaxed to learn and discuss
personal problems.
·
Curriculum
The CEO of Mopani South East FET College,
Ms SC Sehlake reported on the old Nated programmes of the Department. Most of
the curricular at colleges are designed along the National Education Document
(Nated). There is an attempt to align programmes in conjunction with the
National Qualification Framework. The FET exams are based on theory and not on
practical. However, colleges are encouraged to enter into partnership with
industries. The more collaboration with industries, the greater opportunities
for employment of learners and for job creation.
2.2.2
Meeting
with Student Representative Council (SRC)
Ms Mariette Britz, the Student
Representative Council member, reported on gains made by the SRC and the
challenges facing students. There are two (2) student representatives on the
Management Board of the college, and two (2) on the College Council. She
informed the delegation that, students need bursaries to relieve them from financial debts and also
support centres for the three Campuses.
She highlighted that the emphasis on
theory and not practical, makes students face a bleak future upon completion of
their studies. This also contributes as a deterrent for students to gain access
into the private sector. Further the programmes that are offered do not take
into account the threat faced by students when infected with the HIV/AIDS
virus. There are no support services to support students socially,
economically, emotionally and even to gain access to Internet facilities.
2.2.3
Meeting
with Academic Staff
Ms Hettie Cloete, a representative of the
academic staff, reported on the frustrations faced by academics in relation to
job security. Most academics are employed on a temporary basis and this makes
them to feel alienated. They appreciated the efforts of Management having
standardised salary packages of educators, however, they still felt uncertain
on the lack of job security.
2.2.4
Meeting
with Executive Board
Ms EKM Masehela, the Campus Manager of
Polokwane Campus, reported on the challenges facing the college. She said that
the college lacked student support resources, the equipment in the college are
old, the lack of human resource capacity to match access demand, lack of sports
facilities for student to participate, the continued employment of temporary
lecturers, high turnover of educators in pursuit of greener pastures.
2.2.5
Meeting with College Council
Mr Dikobo, the Chairperson of the College
Council, reported on the challenges facing the college. He reported that the reduction of the FET
Colleges to 52 and the merger process had been an enormous task performed by
the Department. The disparities at colleges are historical and are as a result
of merging a former college of education, with a state school and former state
aided schools. The challenge facing National Department is to change mindset.
In order for FET Colleges to meet National mandate, there is a need for
adequate and donor funding. There is a need to establish a funding framework
for FET Colleges in order to attract the kind of students that would swell the
numbers in FET Colleges. The lack of funds makes it difficult for Colleges to
retain staff in the College. Even though the challenges seem to be
astronomical, colleges endorses the merger process.
2.3
The Chief Executive Officer of Waterberg
FET College Lebowakgomo Campus, Mr SP Mailula welcomed the delegation and
provided an overview of the college. The College Council, the Academic staff,
the Learners, representative of labour, Lepelle-Nkumpi Municipality Councillor
reported on challenges faced by stakeholders.
2.3.1
Meeting
with College Council
The Chairperson of the College Council,
Mr ER Maponya, reported on three pertinent issues. The first issue was on the
history of the College. The College received funding form the Development Bank
of South Africa (DBSA) and the South African Brewery to the value of R250, 000.
The College has a High School component, which since 1994, offers bridging
courses on Commercial subjects and the first Principal was the present CEO. The
school started offering Grades 8 to 10 and has a 100% Matric pass rate. The
second school project that was introduced was the Adult Basic Education and
Training program. The courses that are offered for the ABET program are courses
such as computer literacy. The third school project at
The mission and vision of
2.3.2
Meeting
with Academic Staff
A representative of the academic staff,
Mr AM Phasha, gave a report to the delegation. He said that the development of
the FET Curriculum should be responsive to the needs of the community. Their
aim is to develop learners into becoming professional artisans. By assisting
learners to become professional artisans, learners would become employable and
assist in the eradication of poverty. In order for educators to provide
effective assistance to learners to become professional artisans, the physical
infrastructure of the College needs to be developed. However, for educators to
enable learners to acquire those scarce skills, the temporary employment status
of educators needs to be converted into permanent positions to bring stability.
2.3.3
Meeting
with Learners
The President of the Student
Representative Council, Mr Isaac Phetla reported on the shortage of academic
staff and recreational learner support services, lack of access to telephone
and fax machines, the lack of Internet services impedes learners in obtaining
quality information, the poor quality of programmes offered impacts negatively
on the marketability of learners.
2.3.4
Meeting
with Representative of Labour
Ms RM Phaahla, the representative
reported that, in order that the College should be seen as providing a service
to the community, core function of the college, which is to empower learners
with skills, should be emblazoned on the entrance of the college. In that way
the college would be responsive to the needs of the community. For members of
the community to embrace the college as their own, the college need to
recognise prior learning.
2.3.5
Meeting
with the
Mr MT Mogano a ward councillor of
Lepelle-Nkumpi outlined the challenges facing the college. He reported that the
greatest challenges facing the college are, archaic infrastructure and
facilities, poor quality of equipment. For the college to make a lasting
impression on the community, the college needs to offer courses such as
computer literacy. In their endeavour to involve members of the community, the
college should approach the municipality to assist them to identify empty
structures to launch community-driven initiatives.
2.4
On the 16 August 2005, the Chief
Executive Officer of Mopani South East FET College, Ms SC Sehlake welcomed
members of the delegation. She proceeded by outlining the issues to be
discussed that includes presentations by learner representative, representative
of workers union, representative of academic staff.
2.4.1 Meeting with Learner Representative
The President of the Student
Representative Council (SRC) reported on critical issues that the skills
training facilities are outdated, the machinery is obsolete and lack of student
support services. He proposed that the college should consider offering
programmes such as art and craft as the region is situated in a tourist
dominated area. He said that seeing that the economy of the province as
outlined in its Growth and Development Strategy is centred on mining,
agriculture, forestry and tourism, it would be advisable for the college to
align its curricular along agricultural development.
2.4.2
Meeting
with Academic Staff
Ms JL Dibakwana, a representative of the
academic staff reported on pertinent issues. The introduction of new programmes
resulted into attracting white students who started registering at
The first challenge facing the college is
that when offering short courses on a part-time basis, the facilitators who
lectures in those classes, work for eight hours. Because they work for eight
hours, no provision has been made in the South African Schools Act (Act no.84
of 1996) for remuneration when working after hours. The second challenge facing
the college is that of facilitators who have been employed on a temporary
basis. As soon as they find a better offer of employment, they tender their
resignations and leave the students stranded without an educator. The third
challenge facing the college is the scarcity of water that makes it practically
impossible to offer courses in agriculture.
Despite the lack of resources, the future
plans of the college are on track. The college has recently entered into
partnership with Umsombovu to start a youth advisory centre at its two
satellite Campuses. The college has been selected by Indlela that is the new
name for (Olifantsfontein Trade Centre) to plan and prepare learners for
assessment on their trade tests. The college is in the process of upgrading
their workshops and are in the final stages of being approved by the Sector
Education and Training Authorities.
2.4.3
Meeting
with SADTU Representative
The Chairperson of South African
Democratic Teachers Union, Mr. B Selelwane (SADTU) Bushbucksridge region
reported to the delegation on the role the union played during the merger
process. The
3. REPORT ON VISIT TO
FET COLLEGES IN
3.1 Workshops
Part of the role of the delegation in
conducting oversight was to practically inspect the facilities at FET Colleges
in
In providing an overview of the status of
these workshops at FET Colleges, the inspections conducted would be divided
into the conditions of the, machinery, the equipment used, accreditation of
workshops and peculiarity.
Workshops in all other colleges are
poorly resourced and utilized outdated equipment. These conditions have a
negative impact for the preparation of the learners for labour market. The
machinery in most of the workshops at FET Colleges in
3.2
Accreditation
For an FET College to produce a learner
that has gone through all the stages of his/her studies a learner has got to
have done theory and practice and obtained an apprenticeship certificate and
finally having written and passed his/her trade test and become an artisan.
Colleges need accredited workshops. Most of the workshops at FETs in
3.3
Predicament
faced by learners
When learners complete their theoretical
courses, they are faced with a predicament because, industries do not recognise
the certificates also, the theoretical courses are only offered for three
months.
3.4
Observations
by the delegation
The delegation noted the progress made by
the Department with regard to the merger of Further Education and
·
Chief
Executive Officers/ Principals
The Chief Executive Officers embraced the
merger process. They are committed to transforming colleges and to uplift the
skills of members of the society and the country in general. They (the CEO’s)
speak in unison under, governance, human resource, infrastructure, finance,
curriculum, and learnership support services. In the interim, they propose
urgent intervention from the Provincial and National Departments on the
following policy matters:
·
Curriculum
The National Education Document (Nated)
programmes are not linked to practical. The examination on theory is written
either per trimester/semester/annually depending on the length of theory to be
covered. Neither the department nor Umalusi accredit the practical because they
are not aligned to the National Qualification Framework (NQF).
In order to overcome the challenge of the
Curriculum; colleges should proceed with the Nated programmes for learners who
want to further their studies or want to acquire more content knowledge or
those that need theory for trade certificates, that Nated programmes should be
aligned to NQF which would have a practical component to assess skills, while
aligning Nated programmes to NQF, allow colleges to offer NQF programmes and be
accredited by various SETAs but those programmes should be responsive to the
need of the economy. The criteria used for accreditation should have proper
infrastructure, equipment, materials, health and safety compliance plans,
learner support services and relevant academic staff that would be retrained.
·
Learners
The delegation noted that the learners
need learner support centres, bursaries and access to Internet facilities and
libraries. It was further noted that that biggest frustration for the academic
staff members is lack of job security.
·
Labour
formation
In relation to labour, members of the
delegation noted that labour embraces the merger process and support the
re-capitalization. That they would want colleges to be responsive to the needs
of the communities and the curricular should be in line with those needs.
4. REPORT ON VISIT
TO GAUTENG FET COLLEGES
On the 17 August 2005, the Chief
Executive Officer of the Sedibeng Further Education and
Thereafter, the delegation proceeded to
the Sedibeng FET College, in Vereeniging Campus where they (the delegation)
were welcomed by Mr Len Davis, Deputy Director General, Group General Manager,
Curriculum, Gauteng Provincial Department on behalf of the Provincial MEC of
Education, Honourable, Ms Motshekga. The MEC and the Head of the Provincial
Department joined the delegation on Friday on the last lap of the visit at
Following the welcome, the delegation
toured the Vereeniging Campus, led by Ms L Ngoasheng Campus Manager,
inspecting, various Hospitality Salons, where learners are taught to become
Beauticians, Nail Technologists. The delegation inspected a Hair Care Salon
that specializes in Afro Hair. Thereafter, they inspected workshops of trade
such as Fitter and Turner, Motor Mechanic, Boilermaker, Electrician, Motor and
Body repairing and spray-painting.
After having inspected the workshops and
Hospitality classes, the delegation travelled to the
4.1
Meeting
with Principals of FET Colleges
Dr Abe Mashele, the Chief Executive
Officer of Sedibeng FET College gave a report on behalf of Principals’ of FET
Colleges in
The structural adjustment to transform
systems has succeeded in reforming former Technical Colleges into Further
Education and
He further outlined the challenges posed
by the merger process under, infrastructural deficiencies, funding, curriculum,
governance and management of FET Colleges.
First the shortcomings and challenges
posed by the merger process caused delays on lifting of the moratorium on
existing promotion posts (Level 3 to Level 5) since 1999. Delays occurred in
the lifting of the moratorium on existing Senior support staff positions
(Public Servants) for the past 10 years, The limitations in the Employment of
Educators Act, of 1998 related to, inflexible leave arrangements impacts
negatively on working hours of educator. The regulations governing workload of
educators does not recognise relevant and essential occupation-acquired
technical competence and experience of artisans.
·
Infrastructure
Deficiencies
Under infrastructural deficiencies the
Principals’ argued that the establishment of Central Offices at Campuses had
resulted in generally insufficient and inadequate office space and that the
student fees structures of former state colleges and state aided colleges needs
to be standardised.
·
Funding
of FET Colleges
Funding derived from the province is
currently meant for rates and taxes and a small portion thereof is directed
towards infrastructure maintenance and repairs. In order that colleges are able
to effectively conduct their core functions, the infrastructure and equipment
need to be rehabilitated or refurbished. It is imperative for colleges that
when developing curricular they need to be innovative. It is the duty of the
college to capacitate staff in order that they perform their duties effectively.
The institution needs to put in place structures that would attract and retain
staff. There is a significant deficiency in funding for student support centres
and a student financial aid scheme for students in colleges, need to be
considered. Students are overburdened by debt, there is a need for a new
funding formula to promote equity and redress at institutional level.
·
Curriculum
There are curriculum problems linked to
the implementation of SETA-based programmes. The Provincial and National
Department do not fund the programmes, they are regarded as Non-DoE programmes.
The implementation of newly South African Qualification Authority accredited
programmes should be expedited; the National Qualification Framework-aligned
and Outcome Based Education programmes need to be clearly delineated; the
current Nated 190/191programmes should be replaced by a framework that would
provide colleges with a structure and direction in designing a curriculum that
is responsive to local, provincial and national needs; that teaching practices
need to address barriers that prevent students from realising their potential;
that evaluation and assessment strategies that are practiced should strive to
deepen understanding and promote the application of knowledge and skills in
different contexts to achieve optimum and a comprehensive Quality Assurance
System need to be put in place.
·
Governance
and Management
On this aspect there is a need to strike
a balance between the roles of the College Council and management. It is
important for a new college-specific legislation that excludes schools but
incorporates provision of staffing, no clear defined roles of previous
Principals/Rectors of the former Technical colleges and no provision is
considered to encapsulate college schedules e.g. trimesters in favour of school
oriented practices.
4.2
Meeting
with Student Representative Council (SRC)
The President of the Student
Representative Council, Mr P Makole, gave the report on the following issues:
the absence of a bursary or scholarship scheme for learners, the need for
hostel accommodation for learners. There is a need to absorb learners into
learnership programmes after they have completed the 18 months theory into
industries to gain the necessary experience.
There is a need for a student resource centres. The college does not
have enough classrooms as result students are being denied access to the
college. The trimesters system should be
replaced by a semesters to enable learners to complete their work within 10
weeks. The College should consider offering courses in engineering.
4.3
Meeting
with the Labour Representative
A representative of Labour, Ms EM Masilo
reported on the challenges facing the union and provided proposals as to how to
overcome them. The College would like the 3 months training system (trimester)
should be changed into a semester to afford learners sufficient time to acquire
skills (theory) and prepare optimally for the exams. Further, educators
experience problems related to the high student lecturer ratio. They proposed
that management should consider in not allowing learners to write exams without
a year mark and having not attended classes regularly. The presenter reported
further that most Campuses lacked well-equipped workshops that would enable
learners to put theory into practice.
4.4
Presentation
by Learnership Representative
The Chief Operations Officer, Dr CF
Ayres, briefed the delegation on the following areas:
·
Learnership
in FET Colleges
The source of learnership programmes
emanated from the Skills Development Act, which encouraged partnership between
the public and private sector of the economy to offer practical training in the
workplace and theoretical education within the educational sector.
·
Recognition
of Prior Learning
It is hoped that FET Colleges should be
capable of determining and giving Recognition of Prior Learning (RPL) of
learners who want to enter the education system. A study conducted on FET
Colleges found that the majority of colleges do not possess a system for the
recognition of prior learning.
·
Partnerships
The success of learnerships is dependent
on the involvement of commerce, industry and the service providers for
practical training. The more learnerships that can be presented in
collaboration with commerce and industry, the greater the opportunities for
employment of learners and for job creation.
·
Skills
Development Facilitators
Further Education and
4.5
Challenges
The Colleges had to appoint additional
members of staff to conduct classes after hours. This is a breach of the
Employment of Educators Act (Act 76 of 1998) that prohibits educators from
receiving any money or other remuneration from member of the public or another
employer in order to execute his/her duties without written permission from the
Department of Education. Learnerships are not regarded as Department of
Education programmes, but as Department of Labour programmes.
·
Development
of Learnerships
The new learnership system includes the
old apprenticeship system, namely the integration of theory and practice. At
present most colleges only present the theoretical tuition and the learner
cannot demonstrate which practical skills he/she has mastered.
·
Successful
implementation of learnership programmes
Colleges were not easily accepted as
service providers for the implementation of learnerships by the private sector,
because no previous similarities between the FETs and industry existed. The
expertise of the college staff regarding the required content of the new
learning material was utilised optimally. The development of the learning
material was time consuming and therefore staff were selected who had declared
themselves willing to put in extra time and sacrifice college holidays in order
to develop learning material.
·
Readiness
of FETs to Implement Learnerships
The Further Education and
4.6
On the 18 August 2005, the delegation
visited the
The Executive Officer of Aerospace
Chamber, Mr Johan de Beer, reported to the delegation that he approached
4.7
THE
The delegation visited the Magalies
Gliding Club and was welcomed by the Chairperson of the club, Mr. C Danturn.
The delegation was briefed as to how to become a member of the club and how the
club work and how to get a glider out of a hangar. To be able to get a glider
out of a hangar there must be a minimum of three persons. One person shall hold
on the wing tip, one would push on the glider and the third will lift the tail
or push on the nose.
At the glider club, there were fifteen
students who are club members. What is a glider? A glider is a sailplane, or
glider as they are known, which has an engine-less aircraft, using gravity as
its source of power. A glider has all the same control surfaces (ailerons, elevator,
rudder, flaps, spoilers/airbrakes) and similar instruments to those of a
conventional powered aircraft. Some Members of the delegation were taken for a
ride to test the power of gliding.
4.8
CAROL
SHAW REHABILITATION CENTRE
The Executive Director, Rev Tsietsi
Zacharia Motaung, welcomed the delegation. He reported that the Minister of
Social Development supported the Centre.
He gave a brief background of the centre.
In 2002 the centre entered into partnership with
The centre has identified two learners to
participate in the
4.5
ZAMANI/ZIBO COMMUNITY PROJECT AND PEACE
HAVEN
The delegation visited Zibo Enterprise.
The Co-ordinator of the project, Ms
Annamarie Botes reported that the success of the project could be attributed to
hard work, sacrifice and commitment. The merger came after three years of
life-skills training, compiling of budgets, management restructuring and
strategic planning. The project currently employs 50 women but the number of
fulltime employees is expected to reach 150 by the end of the year.
The noted challenges facing
5.
REPORT
ON VISIT TO
On 19 August 2005, the delegation visited
5.1
Brief
Overview of
The CEO of Molapo Campus presented a brief
overview of the
·
Mission and vision; Organogram; Campuses; expansion of
Campus spread; College snippets; Strategic objectives 2004-2005; Niche areas;
·
Re-capitalization proposal; Partnerships and linkages and
on merger challenges and strides
5.1.1
Tour
of Molapo Campus
The Campus Manager, Mr Motlhatlhedi, took
the delegation around to inspect the three workshops. The workshops toured were
the electrical, carpentry and plumbing workshops. The Campus Manager informed
members that the three workshops were SETA Accredited. The delegation left for
George Tabor Campus.
5.1.2
George
Tabor Campus
At George Tabor, the Campus Manager, Mr I
Coetzer, welcomed the delegation. Mr Coetzer said that George Tabor is one of
the five Campuses providing basic skills, learnership and arts. The delegation
was taken around the Campus inspecting one workshop and three classes. The
workshop and classes toured were; panel-beating workshop, pottery classes,
clothing classes and art classes. The delegation departed for Roodepoort
Campus.
5.1.3
Roodepoort
Campus
At Roodepoort Campus, the Campus Manager,
Ms Richardson welcomed the delegation. Due to the enormous layout of the
Campus, the delegation was divided into two groups.
a)
Group 1: Inspected: Hair-care; Hospitality, Catering and
Tourism
b)
Group 2: Inspected: Cosmetology; IT Workshop; Pro-metric
centre and Educare
c)
Group 1&2: Touring: Student services office; Resource
centre and drop off zone
5.1.4
Meeting
in Gazelle, Roodepoort Campus
The meeting on the Roodepoort Campus was
a meeting set-aside for the MEC, Principals, Gauteng Department of Education
officials and members of the delegation. It was a follow-up to a meeting with
the Chief Executive Officer concerning the status on signing of the Memorandum
of Understanding with Sector Education and Training Authorities.
The brief report on the status of signing
of Memorandum of Understanding reads that in July 2005, Umalusi appointed a
Task Team consisting of representatives of different Provincial Education
Departments to work on the generic MOU for all SETAs. The key focus of the MOU
was that the Further Education and Training Colleges should be considered as a
preferred provider for SETA accredited programmes that would be responsive to
the Expanded Public Works program targeting both ABET and FET Level 2-4 program
The MEC was unable to attend the meeting,
and the Provincial Departmental Officials were requested to take up the matter
with the MEC and report back to the Chief Executive Officer’s. The MEC was
requested to make available the copy of the report to the Committee Secretary
for the benefit of the Committee.
6. REPORT ON VISIT
TO THE
6.1
·
The
Merger Process
The
·
Governance
and Management
This structure was established in
accordance with the provisions of the Further Education Training Act of 1998.
Management indicated that the members of
staff are willing to work with government towards the college’s vision. The
management of this college ensures that the needs of the community and those of
the students are met. In terms of the college council and how it was
established, the delegation learnt that a consultative process was followed, and a range of
external and internal stakeholders is represented in it.
·
Student
Governance
It was reported that students have a
well-managed SRC, and although there are successes in their activities there
are also some challenges in relation to how the institution is run and how the
students lead their lives in the Campus.
The SRC is gender-balanced, and they
regularly hold meetings in the Campus.
·
Curriculum
Both Full-time and part-time courses are
offered in the Art & Design, Business, and Utilities Engineering,
electrical, robotics, mechanical and electronics. The Business Skills Centre
offers part-time courses geared towards skills training, retraining and enrichment.
·
Student
Support Services
There is learnership development in the
region and King Street Campus is currently working with SETA and companies such
as DCSA, Summerpride Foods and a number of local retail organizations on
learnership projects.
·
Funding
The college receives funding from:
Amatole District Council, Buffalo City
Municipality, Centrum for Information Migration (CIM), Daimler Chrysler, First
National Bank, German Technical Corporation, The Government of Lower Saxiony,
Germany and ROC Leiden and the Municipality of Leiden
·
Staffing
The staff component is 253 made up of 147
Educators, 60 Admin staff and 48 General Assistants.
·
Accesses
and Participation
There is an increased access for all the
learners from different background. Students are able to access the college
with ease; this includes students studying on both part-time and full-time.
·
Readiness
for Recapitalization
The college was almost ready to meet the
deadline on the plan. The plan will be available once finalised.
·
Achievements
The student enrolment has grown in
greater number over the past few years. There is greater emphasis on automotive
engineering and generic management and entrepreneurial skills. This has
increased potential student chances of placement in gainful employment in the
city and the surroundings.
6.2
·
Merger
Process
The impact of the merger proved to be an
important step towards the right direction in this college. A new structure in
which major stakeholders and role-players have to work hand in-hand was
established. This structure is called SAFTECH.
·
Governance
and Management
This structure is established in
principle to provide management and governance in all matters that contribute
to the smooth running of the college.
The college council provides the overall
governance of the institution and by a date or dates in the manners determined
by the executive council.
When it comes to responding to urgent
matters, it takes a while for government to respond, and this leads to
frustration on the side of both staff and the students. The delays in
appointment of senior managers are a challenge. It is three years now since the
CEO’s have signed the performance management – and they only come at the end of
the third year, this affects delivery, outcomes and outputs. These delays lead
to a negative impact on other issues such as budgetary programmes. The
department gives a specific budget verbally, and it only comes in months later,
and does not talk to the programmes that have been put in place.
·
Student
Governance
There is an SRC, which administers its
own budget. The SRC keeps a record of expenditure, and it submits the financial
report for the period of term of office within three weeks, after the end of
the period to the CEO and the College Executive Council.
·
Curriculum
The following learning fields are
offered: Arts, Business Studies, Engineering, Utility Studies, Agriculture,
Fine Arts and Music
The most common learner ships are
wholesale and retail and Primary Agricultural Education and Training Authority
(PAETA)
·
Student
Support Service
There is a department of learner affairs
support that facilitates in the running of the election of the SRC. College’s
Learner Affairs and Support Department and the SRC hold capacity-building
workshops and other meeting. This department also runs workshops on HIV/AIDS
awareness.
Alexander Forbes Computer Centre was also
launched. There is a fully-fledged learnership Programme and Skills Unit.
·
Funding
The college is also state-aided. Subsidy
schemes do exist. The college also derives its funds from the student fees and
from other partnerships such as government programmes like Seta’s.
·
Staffing
Critical management and support staff
vacancies were not filled up to 2004.
Twenty-four college council short contract posts were filled and six N6
experimental trainees were appointed in an effort to undergo experimental
training in different careers. Five years down the line, there is still a delay
in appointments of staff. Lectures need to be assured of their appointments in
time. Staff development normally takes place in this college. This is done to
increase the capacity in the staff’s skills.
·
Access
and Participation
The training and participation of educators
in business teaching contributes to regular attendance by learners, since they
feel motivated. As a result, the numbers of students accessing the college
continued to rise.
·
Readiness
for Recapitalization
The college is ready for the programme,
and it has submitted all the plans to the department. There were no reports of
any serious challenges regarding what was expected of them in order to fulfil
the recapitalization plan. The recapitalisation plan was adopted to address the
infrastructural challenges of the Campus, re-skilling and redirection of
programmes.
·
Partnerships
Business and industry have close ties
with the college. The college has ties
with
The budget is not aligned to the
programme. The understanding of the college is that although government or the
department is still to implement, it proactively does something to ensure that
there is a difference in terms of the lives of the people. The department does
not give any bursary to the institution. The reading materials are outdated and
irrelevant, and needs to be updated.
6.2.1
Challenges
The placement programme also has
challenges, particularly with what would happen if the college could be sued.
It was reported that the Ministry is taking too long to take decisions around
the budget issues and employment. Reference was made on the Teacher Policy
Guideline document, which also has some difficulties.
The budget is not aligned to the
programme. The understanding of the college is that although government or the
department is still to implement, it proactively does something to ensure that
there is a difference in terms of the lives of the people. It was indicated
that the department does not give any bursary to the institution. Concern was
also raised that the reading materials are outdated and irrelevant, and needs
to be updated.
6.3
·
Merger
Process
The rural and poor communities were
identified. The merger process affected other areas of the college activities
such as the resources, which were supposed to be put together in order to
improve the quality of education.
·
Governance
and Management
A permanent college council is in place.
The council meeting takes place four times a year except extra ordinary
meetings. They are trained and capacitated on various governing matters. Policy
issues are being addressed.
Council committees are in place and they
do regularly meet once a month and discuss issues for council approval.
Management and administration meet once a month; senior managers meet once a
fortnight.
The Strategic Plan of the college is used
and it is implemented fully. Management submit progress to the Department and
Campus reports are forwarded to
the CEO’s office via the Senior Manager Education and Training Services. The
CEO and the Chief Directorate are closely monitoring an operational Plan/Work
Plan. The College Council with the CEO monitors partnership and Governance
issues.
·
Student
Governance
An SRC does exist, however, it is faced
with the following challenges:
The lack of financial support for
disadvantaged students. The students feel that the attendance is poor because
the transport system is not reliable. Another concern is that the shortage of
staff is impacting on their school activities.
·
Curriculum
This college offers the following
programmes:
The existing niche areas, levels, learner
ships and skills programmes exist. It is proposed that the following should be
accredited in the nearest future: Civil Engineering, Agriculture, and Business
Studies.
Furthermore, the college is responding to
the training needs of the students, and this is done in partnership with the
Seta’s. There is, however, lack of relevant training equipment.
·
Student
Support Services
The college has a support service,
particularly on matters dealing with HIV/AIDS. This is so because the college
saw the need of combating the problem as it was beginning to spread. The
management feels it is within its power to ensure that this service extends
from the college to the communities as well.
·
Funding
Funding comes from the department of
education in the province. There is also on-going discussions with funding
institutions, particularly those whose core activities are in line with the
programmes that are offered in the college.
The CEO acknowledges that the funding of
R64 million is not enough and hoped that it would be increased.
·
Staffing
There are few posts, which have not been
filled. There is need to increase the number of educators. Management is
dealing with issues of recruitment in consultation with the department.
·
Access
and Participation
The student number is dropping, because
the students come from disadvantaged areas. Transportation is a problem, and
the students put a proposal on the table, namely that the college has to
purchase a bus to assist students.
It is also because of the shortage of
staff that students are not willing to enrol in great numbers in this college.
·
Readiness
for Recapitalization
The college is ready, and it has sent the
plans to the department for evaluation.
·
Partnership
Business and industry, together with the
municipality work hand in hand with the college
6.3.1
Challenges
The structure of the buildings in this
Campus is very old and not user-friendly.
Although the provincial department
supports the initiatives, it is still not being adequately addressed. The
course designs are not aligned to the programmes and the available skills.
Approval of building a standard college is underway. However, there is a
problem, this can be attributed to the quality of equipment. Building of
workshop is of primary importance. The equipment is not cheap. This equipment
should be similar to the one used in the building industry.
The Level of poverty of the learners’
parents, hence it is difficult to pay for these fees. There are no bursaries
offered by the government as with the Higher Education. The college cannot make
vocational institution free. The college
is situated in a rural area, and since the previous government ignored the colleges in rural areas,
the re recapitalisation programme comes in handy in order to deal with such
problems
The shortage of staff members is a
serious challenge, especially the for senior managers positions. It was
reported that the National Department is looking into the matter.
Key personnel as financial officers need
to be added for better service delivery. The fees paid by the learners are
supposed to be utilised for training and equipment; however, they are used to
the pay staff members.
6.4
·
The
Merger process
The college comprises the following
Campuses: Mthatha Campus, Mapuzi Campus,
Engcobo Campus, Libode Campus, Ntabozuko Campus, Mgazi Campuses. The area in
which the College is situated as a result of the merger has a great potential
on agriculture, tourism, civil engineering and mechanical engineering.
·
Governance
and management
A management structure has been put in
place. There are, however, no major challenges regarding meetings that are
regularly held. The members of the management hold an executive meeting four
times a year.
·
Student
Governance
The SRC exist, and was established in
terms of the regulation governing college’s establishment of SRC’s. The students feel that there should be
funding of youth programmes and projects as a way of changing the students’ mindsets in respect of
vocationalised and technological education.
·
Curriculum
Course offered include Agriculture,
Tourism, Civil Engineering, Electrical Engineering and Mechanical Engineering.
The NATED Programme, offers courses in:
Carpentry and joinery, Bricklaying, Panel Beating, Business Studies, Electrical
Engineering and Motor Mechanic.
·
Student
support services
It was reported that there is very little
support services for students who have difficulties.
·
Funding
On government side there is a very little
financial scheme available in the form of a bursary.
·
Staffing
There is lack of support staff employed
by the department, particularly on clerical staff, cleaners and general workers.
·
Access
and participation
Learners do access the college freely.
However, the numbers drop after the first block in a year. This is because the
majority of the students prefer to go to colleges, which are urban-based.
·
Readiness
for recapitalization
Despite all the problems, the college is
ready for the programme. The college submitted the recap plan to the
department.
·
Achievements
There are good community programmes and
learnership programmes, most particularly those driven by the Seta’s. These programmes
target the youth, the disabled and women. The college assist the local
communities in crop farming, poultry farming and in animal husbandry.
7. REPORT ON VISIT TO
7.1
·
Merger
Process
The
·
Governance
and Management
This is the only college that is
affiliated to the Medical Research Council.
The Section 09 Council has been
established and there are clear delineation of duties between council and
management. There are regular council meetings, finance meetings and academic
board meetings.
The rector has been appointed, and a
central office has been established.
The council’s view is that the
infrastructure; student’s activities should show capability in being able to
compete in today’s world. There is noted gap in the middle management despite
the fact that the council tries its best to pay other people to do the job
since the merger posts are not being filled in.
·
Student
Governance
There is one SRC, which serves all
Campuses. The SRC is gender-balanced; there are three females and two male
students. The noted challenge is the trimester programme, which affects
continuity. There is healthy relationship between SRC and management exist.
·
Curriculum
Apart from the core business of the
college, the business studies of the college, engineering studies, hospitality
and catering courses exist.
The
The aim of this course is to:
a)
Achieve a senior certificate in a specialized field,
especially those who want to pursue a career in the health services, e.g.
medical assistants, paramedics, ambulance services, first aid and nursing
b)
Cater for those who cannot afford to go to universities and
thus the course serve as a stepping-stone into nursing school. It also gives an
opportunity for those who are not so good at science and mathematics to become
qualified in the medical field.
The
The college provides education and
training programmes to the unemployed and under qualified people by offering
various community projects such as Project Rave under the auspices of the
wholesale and Retail SETA – these are business start-ups and business
improvement programmes.
It also offers early childhood
development that is unique in terms of its target market. The college trains
unemployed, disadvantaged women from the rural areas who are running informal
crèches for children orphaned by HIV/AIDS parents. The programme empowers women
to become caregivers with critical skills such as counselling traumatized
children, managing crèches and later become trainers of trainers.
·
The
Student Support Services
The college has an excellent student
support structure that is headed by a qualified psychometrics, who is
registered with the Health Professional Council of South Africa. The students
receive academic, financial, psychological and career counselling.
·
Funding
The College is funded from State
subsidies, student fees including funds from partnership with SETA and
Provincial Recapitalization.
·
Staffing
Due to the extensive and intensive
campaign, the college experienced a surge in student numbers (growing by 78%).
As a result, there was a
shortage
of staffing; the college council has appointed additional staff members on
contract basis. Out of the 58 CS-Educators, 30 are council appointment on
temporary basis.
Although a Rector has been appointed,
there are vacant positions at senior management level.
·
Access
and Participation
a)
Out of the total enrolment of 1483 (excluding
cooperatives), there are 646 female students and 837 male students.
b)
There are more female students in Ladysmith Campus A (414
out of 710) compared to Ladysmith Campus BC (149 out of 337)
c)
Out of 35 enrolments in skills centre, there are no female
participants.
d)
Out of 2310 participants in the co-operatives, there are
1458 female participants and 852 male participants. The participants rate has
increased by 78%
e)
The FET college is well prepared with regard to the
recapitalisation plan for submission by due date.
·
Partnerships
Through a joint venture between the
Ministry of Education and the ministry of Finance and Economic Affairs, the
college is able to offer co-operative training in order to eliminate poverty
and decrease unemployment.
The college has entered into partnership
with the wholesale and retail, local economic development, local government,
health and welfare Seta’s.
·
Achievements
The College won the Gold Award in 2003 at
the SABC Careers Exhibition in
Featuring of the SABC documentary on
training of co-operatives at cripple care centre in Ladysmith. Having an ex-FET
student Brian Lewis, as the guest speaker at the Annual Top Award Ceremony.
Brian’s Company is now listed on the Johannesburg Stock Exchange.
7.1.2
Challenges
Absence of staffing norms leads to
temporary appointments, which in turn causes insecurity and low moral. There
are concerns about noted delays in the appointment of middle management.
The institution is not accessible to
learners dues poor transport system and the shortage of boarding facilities
poses a challenge in reaching the poorest of the poor in the deeper rural
areas.
7.2 MAJUBA (
·
Merger
Process
There was a successful co-ordination of
five Campuses, which had different ethos and lecturers. There is a centralized
administration system; the realignment of Campuses eliminates inefficiencies.
One of the learning points was that at least niche Campuses have to be
developed and there has to be areas of specialization. The measure of success
is based on the following statistics, A, Pre-merger: 6000 FTEs, B, Post-merger:
9500 FTEs. Nationally, the college is recognized a centre of excellence.
·
Governance
and Management
The college is fully compliant with FET
Act. Its Council is fully functional, and has an equitable representation.
However, the management structures and levels are not yet in place. There are
interim structures in place for student support, human resources, finance and
administration, quality assurance and programmes have been established.
·
Readiness
for Recapitalisation
The draft five-year strategic plan of the
college has been submitted. Its strategy and objectives are aligned with the
provincial strategy. The college’s recapitalisation plans were submitted to the
province, with emphasis is on new infrastructure.
·
Access
The access is limited to the
·
Funding
The available funding for tuition fees
and from the education. In addition, there is also funding for US-based skills
programmes and learnership. All learning materials are developed and funded
internally. The
·
Curriculum
The curriculum is predominantly based on
NATED programmes. There are also artisan training supplements traditional
N-courses – NTC attracts trainees from
·
Skills
Programmes
The ABET learneship is offered in
partnership with the relevant industries.
They cover areas for niche areas such as refractoriness, engineering and
manufacturing, textiles, catering and hotel management and hairdressing.
·
Staff
Issues
The college as a strict plan for
capacitating staff members. There is a need for expertise on new programmes.
They have been trained on curriculum transformation. There are no permanent
staff members for critical positions. The college offers the poorest of the poor
an access college. The concern though, some staff members are appointed as
temporary staff, and their salary scales are not the same. This creates a lot
of problems amongst staff members.
There was concern raised that the funding
for the strategic plans of the college is not transparent.
The experts have failed to come up with
the policy to fulfil the expectations.
The College does not have job
descriptions or duty statement, which guide the employment of staff. There are
only draft policy documents and these have not been finalized.
7.2.1 Achievements
·
The college has established and introduced the training
programme, which has motivated and developed Majuba staff. At least 90% of the
staff members have been trained on Outcome based Education (OBE).
·
Staff has now set up new targets with regard to the learnership
programmes
·
There is a healthy spread of assessor and moderator
training in which skills development is the key. This will ensure that NATED
courses are phased out as well.
·
Community outreach programmes have increased with the
introduction of Projet RAVE
·
The acquisition of a new college vehicle has added value in
the college’s daily operations.
7.2.2 Challenges
·
Student support services in relation to subsidy and bursary
funding needs an improvement.
·
College management seem to have communication problem since
there are no formal policies and procedures on meeting staff requests and
demands. For instance, the College Equity Plan and the Funding Plans have not
been thoroughly discussed with the staff.
·
IT infrastructure is sadly lacking in some Campuses,
because some members do not even have access to the E-mails and internet
·
Employment creation is still problematic since most staff
members are on contract, hence insufficient number of permanent staff.
7.3
·
Merger
process
The former
·
Governance
and Management
Council and management structures exist.
Management has a plan stipulating that programmes should align themselves with
skills development. Community issues are dealt with at council level as
well. Funding model and bursary issues
are being revisited in order to assist the students. Personnel department is in
the process of being skilled on the national staffing laws. Information
management system is in order.
·
Student
governance
There are student exchange programmes,
which ensure world-class standards in diverse areas. The SRC is proud of the
college and management. The students are also very settled.
·
Curriculum
There is a mixture of programmes, from
the existing niche areas and levels, learner ships, skills programmes, training
partnership and NATED programmes.
·
Student
Support Services
The municipality is helpful enough in
terms of offering the support on issues around health and agriculture. Some
departments such as Health and Arts do offer some advise together with the
community people.
·
Funding
The college-based student funding offers
bursaries to the needy students.
There are some projects that are funded
by SETA. These projects assist students on their tuition fees and other
learner-based requirements.
·
Staff
issues
Equity has been addressed; but there is
no uniform appointment of staff – and benefits. The entry level is still
problematic because the students are still being graded with school.
·
Access
and Participation
The college is well known for catering
for adult learners, unemployed and employed by the local industry. There is
growth in the student numbers, and the residence offers ample opportunities for
students to be well prepared for further education
·
Readiness
for recapitalization
The college is geared for
recapitalization process and is part of all the planning required.
7.3.1
Challenges
and highlights
a)
Staffing norms to be fast tracked.
b)
Funding norms of the FET.
c)
Achievement of equity targets at all levels.
d)
Interdepartmental partnerships and collaborative
arrangements.
e)
Redressing the resources and other imbalances of apartheid.
7.4 ESAYADI FET
COLLEGE
·
The
Merger Process
The Esayadi College is a result of a
merger the Port Shepstone and Enyenyezi Technical Colleges together with six
Skills Centres. This process proceeded well and the stakeholders involved
appreciated the developments.
·
Governance
and Management
The college is in compliance with the FET
Act of 1999. The strategic plans are fully understood, and they are broken down
into key performance areas, which form part of the business plan.
There are plans being considered for the
training of Council Members and all layers of management between 2006-2008
effectively. They will engage the national department as well.
·
Students
Governance
An SRC is well constituted, and it is
also gender-based. The duty of this body is to form a link between management
and student body.
·
Staffing
The staff members are highly
professional, and members function as a team. The College places emphasis on
empowerment of women and on gender equality.
There is also a focus on ground level
training, and career guidance with reference to defined career paths. This is
considered as the best options the college has chosen. The Teacher’s Union
SADTU has noted the changes, however, the organization is still concerned about
the problem of temporary teachers.
·
Access
and Participation
The college accommodates students from
all racial groups, who have no challenges in accessing the institution. It
reported that by end of December 2004, the student intake had increased to 9
542.
·
Partnerships
Some institutions do assist in the
awarding of bursaries (Edwala company, and Ziphakamise partnership; they help
with marketing; local district education offices, Local municipalities, Market
museum.
TSHINTSHA Project; Dynasty Trust
partnership
Correctional services – partners,
Department of Health
Community projects: crèche, Artistic Arts
Department
The municipality is also involved through
the Agritourism programme, which is funded by the European Union (EU
Programme).
·
Readiness
for Recapitalization
The college is ready to meet the deadline
and the documentation for recapitilization is available.
·
Curriculum
The college assured the delegates that
its programme would remain demand-driven. Currently, the college offers
programmes, which address issues, which are top priority of the government
agenda. These are issues such as Aids, Unemployment, Crime, Poverty
Alleviation, Women, Disability and Youth.
Most lecturers and facilitators have
received Assessor Training. Moderator Training has been given to Assessors that
have Learnerships on their Campuses.
Most of the staff members have been
trained on OBE. One staff member from the College had been sent overseas for
further training on RPL. There are processes for the accreditation for all
courses, offered in the institution.
Currently, Merseta, Fieta, Construction and Services SETAs offer
accreditation to the College.
The following skills are being
offered: Computer literacy, Business
management, Mechanics, Spray painting, Arts and crafts, Sewing and upholstery,
Electrical appliances, Catering training, Bricklaying
·
Student
support services
The college is making a number of
initiatives to enhance the throughput rate. A number of industries and
businesses have been contacted. The students are also regularly informed about
the HIV/AIDS programmes and initiatives.
7.4.1
Achievements
and highlights
The Chief Director indicated that the
provincial chamber has concluded that all 252 peer temporary teachers who have
been with the institution for more than a year are being absorbed.
·
There is planned retraining to capacitate the staff
members.
·
The Infrastructure and Recap plans are focused on equity
and redress.
·
The Rector was congratulated for the job well done.
·
The student enrolment is also appropriately in line with
the demand of the community around.
·
The challenge that some students have short courses should
be resolved.
·
The institution needs funding to address the outstanding
issues.
7.5 UMGUNGUNDLOVU FET COLLEGE
·
The
Merger process
The genesis of this college lies in the
merger between five technical colleges, namely Edendale, Plessislaer, Msunduzi,
KZN Midlands and Northdale in 2002.
Each one of the colleges that came into
the merger brought a rich history that added to the tapestry that is in the new
institution.
The college concedes that the following
circumstances existed in 2002:
a)
A newly merged institution
b)
Divided, fearful and nervous personnel
c)
Five separate cultures and ``ways of doing things’’
d)
Five separate financial systems
e.
A NATED focused curriculum
f.
Differing curriculum practices
g.
Differing operational practices
h.
Despite all these conditions, which impacted on the morale
of the students and staff, there are also tremendous achievements
·
Governance
and management
Not all management posts have been
filled. The Executive committee meets every time to discuss problems and
challenges facing the colleges.
Portfolio managers have been identified
and so were college managers in order for them to run the different Campuses.
It is also easy to run these colleges because there is a central office which
house the executive management.
Regular workshops and meetings are held
in order to deal with issues of policy and management. In particular, there are
sessions, which look into the legislations governing colleges, and there is
greater awareness around this issue.
·
Student
Governance
An SRC exist, and it is helpful in the
times of crises and also forms a link between the student body, management and
the society at large. The Students Representative Council is elected after
immense consultation. All portfolios are gender equity-based. The policy was
that if the student has failed, he/she cannot continue with the portfolio. The
SRC is also represented in the council meeting, and it forms an integral part
with regard to communication mechanism.
Extensive workshops are held in which
clear policies regarding all the operations are dealt with.
·
Curriculum
There are generic courses that are
crucially pertinent to the community needs. The following are the NATED and
training provision areas: Full-time and distance learning: Business studies, Engineering,
NQF provision: These are assessor-training programmes from the ETDP SETA.
The Research Unit has also been
established in order to enhance curriculum development.
·
Partnerships
Relevant partners signing Memorandum of
Understanding( MOUs) add value. It is important to share our own moral values.
The college directly engage with the business sector. The Action Plan, which
was instituted, led to a number of developments in the college.
ITHALA Funds are also used in the
training of co-operatives, particularly for women construction workers. There
are also training partners such as SAPS, Unifoods, Escom, Natalia, Nestle,
Aberdare cables, Black eagle engineering, Ben Booysens and the Department of
Nursing.
·
Staffing
Communication is a problem between
department, management and staff. The union comes to staff first before the
college tells them the media has information that many stakeholders do not have
post structure for senior management is a problem, since some people are not
applying for these posts because they already earn money better than what they
are being offered. Union representation in interviews is relevant and
important. The FET band needs a perception change. A national initiative is
needed.
·
Access
and Participation
The number of learner numbers have
increased post merger, largely because of the following: Specialization; Training of cooperatives;
Increased NQF provision Increased skills provision; Increased marketing drive,
Development of skills centres. There is greater access for ELSEN learners, and
the directorate has greater access as well.
·
Readiness
on recapitalization
The college’s recapitalisation plan has
been submitted. There is co-operation between the different portfolios in line
with strategic operational plan within the colleges.
·
Funding
The college receives funding from the
following sources: FTEs, NQF provision, Hiring of venues, Sponsors and Learner
fees.
7.5.1 Key Challenges
Maths, Science and Languages are big
problem in the learner’s achievement goals.
Most importantly, there is a problem of a total college buy-in. Some
people do not see the relevance of NQF provision.
There is need for a lot of infrastructure
upgrading, especially for accreditation purposes. Recruitment is still a
problem. The challenge is that the funding model being used does not encourage
the provision of non-NATED programmes. This problem hinders growth in relevant
provision areas.
7.6 ESAYINDI FET
COLLEGE
·
The
Merger Process
The chairperson of the council, Mr
Denmnis Narsimuli, addressed the delegation.
He informed the delegation that the provincial department indicated that
in terms of the FET Act of 1998, the Port Shepstone Technical College and
Enyenyezi Technical Colleges and its skill centres had to merge to form an
institution. Eventually Esayidi came into being in 2002. The council was
appointed by the MEC for Education in 2003.
·
Governance
and Management
The governing council of the Esayidi FET
College abides by all its requirements in terms of the Acts of Parliament
governing colleges.
The rector and the team of acting
deputies manage the college in the absence of permanent deputies, and this
creates many challenges for the council and the rector.
·
Staffing
Currently, the college is functioning on
the 2002 provisioning norms. The MEC of Education, Mrs Ina Cronje released
permanent posts, but appointments are still being awaited. The problem is that
the situation creates a lot of anxiety amongst temporary staff members.
·
Curriculum
The college offers a wide range of
programmes, including Engineering and Business Studies. Skills Programmes
relevant to the local environment and SETA accredited learnership are offered.
ABET and Numeracy classes are offered too.
The college also has the following
facilities, which we had an opportunity to view: Computer laboratories; Travel
and tourism centre, Hospitality training kitchen; Woodwork workshops and
Exhibition Halls.
·
Recapitalization
The National Minister of Education
allocated funding for this process. The college embraces the Batho Pele
principle, and is ready for the process.
7.7 SIYANANDA FET
COLLEGE
·
The
Merger Process
Sivananda College arose out of the merger
of five Campuses, namely, KwaMashu, Mpumalanga, Ntuzuma, Pinetown and Qadi.
The merger represented a dynamic
transition from independent Campus to an institution with a common purpose.
·
Governance
and Management
Sivananda College has had a section of
college Council in place since February 2002. The council consists of 12
business and community representatives and 10 internal members (Campus manager,
Academic Senate Representative, Academic Staff representative, non-academic
staff representative and student representative).
The council had further been divided into
the committee and an academic board. It
focuses mainly on governance and maintenance. Operational issues are left
management to deal with. Sivananda College is currently updating all policies
and procedures to eight main portfolios. To date, 64 have been developed within
the scope of financial Management and Human Resources.
The College Institutional Management Team
(IMI) consists of Campus and unit managers and focus mainly on dealing with
policy and general guidelines.
Each Campus has its own Campus Management
Team (CMT) that is responsible for handling operational matters. They meet on a
weekly basis.
To ensure low cost implications, the
college is on e-mail. This also ensures that important communication documents,
decisions are received in written format.
·
Student
Governance
The college has one SRC representing all
Campuses. The SRC chairperson attends the college council meeting and provides
feedback on student matters.
The chairperson of the SRC raised the
concern that, Campuses do not share similar facilities, these facilities
include: Proper study facilities, Media centre, Student centre, Psychological
services, Sporting facilities, financial assistance and Basic health care.
·
Curriculum
Curriculum has been developed to suit the
needs of industry and communities. Programmes offered are currently being
aligned to the National Qualifications Framework (NQF).
Preferred overall college in Niche areas
informed by needs analysis are hospitality and tourism, organic farming,
entrepreneurship development and construction skills.
Niche areas per Campus:
·
Mpumalanga: Farming, Entrepreneurship development,
Construction Skills, ABET
·
Ntuzuma: Skills (plumbing, electrical, computers,
bricklaying, motor mechanic), ABET
·
Pinetown: Hospitality and Tourism, New Venture Creation,
Insurance and Banking, Seta courses, ABET.
·
Qadi: Dress and Garment Making, plumbing, construction,
ABET
·
Currently, the college has the following learnership
actively running with the college:
·
The New Venture Creation Learnership (NQF4) furnishes the
learners with the skills to establish and run effective businesses.
·
The Wholesale and Retail Generalist Learnership (NQF2)
prepares learners in the service structures, administration and finance of the
retail industry.
Student Support Services: There are no
dedicated student support structures.
·
Funding
The College is funded by transfer
payments from the Department as well as student fees. Its budgeting process is
done on a cost centre basis. For example the central office has an operational
budget where operational expenses are centralized. A standard template is utilized
throughout the college. Another source is from Education and Skills Development
(SESD) programme. This has contributed in the establishment units, like:
curriculum, partnerships, and linkages, marketing and communication; and human
resources. Various projects have also been funded through SESD, such as organic
farming, engineering. Studies as well as computers with PLATO and HIV/AIDS
software for all Campuses.
·
Staffing
Of the 82 college staff, 22 are temporary
appointment and 14 council appointments. The second level of management was in
the process of being appointed.
·
Access
and Participation
Out of a total of 1806 there are only 582
female learners as opposed to 1224 male learners. Out of the total of 614
engineering learne123 are female learners as opposed to 491 male learners.
·
Readiness
for Recapitalisation
A project manager for recapitalization
programme has been appointed. The Sivananda college strategic plan has been
updated up to 2008 and the proposed college recapitalization. Plan has been
submitted to the Department. The college central office has a dedicated
financial department to successfully manage all financial aspects of the
recapitalization programme. The college procument policies are in line with the
relevant legislation.
·
Partnerships
The dynamic partnership formed between
Sivananda College and Technisa has allowed for the college to be announced as
the preferred service provider in the KwaZulu-Natal region. All distance
education programmes are available from Technisa. Support is also received from
Umsobomvu Youth Fund,
Thetha and Ethekwini Municipalities
7.7.1 Highlights and Achievements
·
The Umsobomvu Youth Fund provides funding to New Venture
Creation learners for their business ventures.
·
The first merged Diploma and Award Ceremony for Sivananda
College was held on 19 May 2005. The ceremony was for Diploma students that
have met the requirements for the Diploma in various levels during 2004.
·
The first group of organic farming students received their
certificates for the NQF courses that they have completed at Mpumalanga Campus.
This ceremony was held on 25 April 2005 and attended by the MEC of Education,
Mrs I Cronje.
7.7.2
Key
Challenges
The main challenge for the College is
accreditation of courses offered by various Sector Education and Training
Authorities (Seta’s). The accreditation will enable the college to offer more
NQF based programmes for vocational oriented training that is responsive to
industry.
Also there is a need to employ staff
members that have relevant industry experience, for example in organic farming
to enable the college to effectively respond to these needs.
8. RECOMMENDATIONS
8.1
Financial Support
Considering that FET Colleges are also
confronted with the constraint of significant deficiency in funding for learner
support centres, the Committee recommends that the Department of Education
should consider other forms of the source of funding such as financial aid
schemes for learners in colleges students.
8.2 Learner Support
Services
The Committee has observed that some of
the FET Campuses are situated far away from residential areas, thus making it
difficult for learners to reach the institutions of learning due to lack of
transport in these areas, particularly in rural areas. It is therefore
recommended that the Department of Education should collaborate its efforts
with the Departments of Public Works and Transport in ensuring that FET
Colleges are accessible for effective learning to take place. An integrated
approach to the challenge of the lack of effective transport system would
facilitate the attainment of a sustainable solution the problem.
Moreover, some of the FET Colleges do not
have relevant teaching equipment suitable for the realisation of effective
learning. Learning under such conditions is an impediment to acquiring good
practical skills. It is recommended that all FET Colleges should be equipped
with good infrastructure and sophisticated equipment if the objectives of
providing learners with meaningful knowledge and skills that will empower them
to take part fully in the economic, political and cultural life of the country
is to be realised. Furthermore, the Department, in partnership with the
business sector in the respective provinces should consider developing systems
to ensure that the infrastructure and equipment in FET Colleges are
rehabilitated and refurbished. It is hoped that the recapitalisation programme
will soon address this problem.
8.3 Human Resources
8.3.1 Support Staff
The Committee has noted that FET Colleges
do not have staffing norms and guidelines for appointment of temporary staff.
Most of the visited Colleges have insufficient number of permanent staff
because of the temporary or contract nature of the employment status of most of
the staff. This state of affairs creates an environment of insecurity among
staff members, which gives rise to high staff turnover in pursuit of better
career opportunities externally in other organisations. This impacts adversely
to the institutions with regard to shortage of educators. The Committee
recommends that there should be measures in place that seek to address the
challenges educators at these FET Colleges are confronting. In order for the
FET Colleges to function effectively, the Committee recommends that suitable
qualified people should fill both academic and administrative vacant posts,
with immediate effect.
8.3.2 Management
Staff
The Committee has noted delays in the
appointment of staff in management positions. These positions remain vacant due
to management structures and posts grades or levels that are not yet in place.
The moratorium on the appointment of management staff partly contributes to
high turnover of educators. Consequently, there is absence of permanent staff
in critical positions. The Committee recommends that the existing moratorium on
senior positions should be lifted and the development of clear procedures for
appointment is considered. It is further recommended that the National Guidelines
should be standardised and the roles and responsibilities in the FET Landscape
of College Managers be clearly defined.
8.4.3 Alignment of
FET Colleges Budgets
It has been observed that the budget of
Lovedale FET College is not aligned to their programmes. In this regard, the
Portfolio Committee recommends that the budgets for all FET Colleges should be
aligned to their programmes because National Treasury Regulations and the
Public Finance Management Act (Act No. 1 of 1999) require as such. The alignment of budgets to programmes has
the following benefits:
·
It makes it easy to monitor budgetary planning and
expenditure, and the establishment of expenditure trends or patterns.
·
It will enable the Portfolio Committee to monitor the
alignment of budgets to service delivery objectives, outputs and targets.
·
It also allows for transparency and the creation of an
enabling environment for accountability.
8.4.4 Alignment of
Curriculum with NQF
The National Education Document
programmes are theoretical and not linked to practical work. As a result, FET Colleges offer practical
work that is not accredited by the Department of Education or Umalusi because
their programmes are not aligned to the National Qualifications Framework
(NQF). To this end, the Committee recommends the National Education Document
programmes should be aligned to the NQF, which have a practical component to
assess skills. FET Colleges should be afforded the opportunity to offer NQF
programmes that are responsive to the needs of the economy, which are
accredited by Sector Education and Training Authority (SETA). It is further
recommended that the criteria used for accreditation should also include
learner support services and relevant academic staff that would be retrained.
8.4.5 Recognition
of Prior Learning
There has been a concern that prior
learning has not been given serious attention in the FET Colleges, which might
create the perception within surrounding communities that these institutions of
learning are not providing a service that they require, which is to empower
learners with skills. The Committee therefore recommends to the Department that
the FET Colleges to be responsive to the needs of the community they serve. It
is recommended that Recognition of Prior Learning (RPL) should be prioritised
in order for members of the community to embrace the FET Colleges as their own.
8.5 Separate
Working Hours for FET Colleges
The integration of technical schools into
FET Colleges necessitated the offering of new courses and the appointment of
lecturers and support staff on a temporary basis. While tuition in the FET
Colleges is mainly practical and conducted in the workshops and partly
theoretical, the working hours are the same as in FET schools. As the FET Colleges have to work at odd
hours, including overtime, the current inflexible working hours are not
suitable. It is recommended that special working hours for FET educators should
be developed. This will facilitate the recruitment of relevant educators from industry
who do not necessarily have professional training.
8.6 Management of
Funds
FET Colleges utilise the funds they
receive from the Department of Education in the form of subsidies for staffing
and infrastructure, which is problematic because these funds are earmarked for
operational purposes. The Committee suggests that it becomes critical that the
Provincial Departments of Education should consider setting aside earmarked
funds for the maintenance of infrastructure in the FET Colleges and that these
institutions should not be funded based on the number of registrations, instead
they should be funded on the production of quality programmes that focus on the
economic needs of the country.
8.7 FET College
Legislation
It has been observed that with regard to
governance and management, there are no clear defined roles of Principals or
Rectors of former Technical Colleges and that no provision is considered to
encapsulate College schedules (trimesters in favour of school oriented
practices). The Committee recommends that there is a need to strike a balance
between the roles of the College Council and management. As such, the Committee
suggests that it is of utmost importance to have a new College-specific
legislation that excludes schools, but incorporates provision of staffing.
Report to be considered.
2.
Report of the Portfolio Committee on Education on Study Tour to Mali and Ghana,
dated 8 March 2006:
A.
INTRODUCTION
The Portfolio Committee on Education having undertaken
a study tour to Mali and Ghana reports, reports as follows:
A
Multi-Party delegation of five Members of the Portfolio Committee on Education
visited Mali and Ghana from 15 to 22 October 2005.
On the
17-18 October 2005, the delegation visited Bamako, Mali. On the 17 October
2005, they paid a courtesy call on the South African High Commissioner, Dr
Matshoma. Visited the Malian Minister of National Education; Had a welcome and
working meeting with the office of the Rector of the University of Bamako;
Visited the Faculties of Science and Technics, Languages, Literacy, Arts and
Human Sciences at the university of Bamako and visited Brian Mulroney Primary
School in Kati. On the 18 October 2005, the delegation visited the Nelson
Mandela Primary School in Hippodrome in Bamako and the National School of
Engineering. After having visited the Nelson Mandela Primary School and the
National School of Engineering, the delegation was escorted by the Protocol
Office to the airport in transit to Accra, Ghana and stayed in Ghana from the
18-22 October 2005.
In Ghana, Ms Nokukhanya Matshikwe, 2nd Secretary Political
in the Office of the High Commissioner, led by the Protocol officials, welcomed
the delegation.
On the 19 October 2005, the delegation paid a courtesy call
on the High Commissioner, Mr. Rapu Molekane; A courtesy call on the First
Deputy Speaker of Parliament, Hon. Freddie Blay MP; observed the Public
Accounts Committee considering budgets of Departments, entities; paid a
courtesy call on Hon Minister of Education and Sports, Mr. Yaw Osafo-Maafo, MP;
Held a meeting with Mr. Ato Essuman, Chief Director, Ministry of Education and
Sports and Mr. Michael Nsowah, Acting Director General, Ghana Education
Service. On the 20 October 2005, visited Achimoto School; Met Mr. Paul Effah,
Executive Secretary, National Council, Tertiary Education; Visited Acting Chief
Director of Regional Co-operation and NEPAD. On the 21 October 2005, the
delegation visited Winneba Secondary School and the University of Education,
Winneba and held discussion with the Vice-Chancellor and Members of the
University Council.
B. DELEGATION
The delegation was led by the Chairperson of the Committee,
Prof Shepherd Malusi Mayatula (ANC), accompanied by Ms Puleng Rosaline
Mashangoane (ANC), Mr. Ben Mthembu (ANC), Mr. George Gaolatlhe Boinamo (DA),
Mr. Alfred Mkhipeni Mpontshane (IFP) and Mr. Steve Itumeleng Morometsi,
Committee Secretary.
C.
TERMS
OF REFERENCE
The
purpose of the study tour was to consult with the Ministers of Education and
Sport and consult on broad plans and goals of education. Visit universities and
assess their policies on access, funding, research and through put. Visit
schools and assess the school policies on free education, on exemption policies
on school fees, the prevalence and impact of HIV/AIDS on educators and teacher
development. The roles played with the realization of the Millennium Plan on
“Education for All”. Their role in incorporating the broad framework of NEPAD
in their education policies and the role of Parliamentarians in Forum of
African Parliamentarians in Education.
D.
FINDINGS
1.
COURTESY CALL ON
THE SOUTH AFRICAN HIGH COMMISSIONER TO MALI
The delegation was welcomed by the High Commissioner Dr T
Matshoma. He briefed the Members and focused on the official opening of the
office, trade relations between South Africa and Mali, twinning programme
between Universities of Bamako and University of Pretoria and the Joint Project
by South African government and Malian government on the Timbuktu manuscripts.
The Embassy started in 2002 and was officially opened in 2003. In relation to
trade, Mali is the third largest producer of gold in Africa after South Africa
and Botswana. Anglo-Gold had entered into partnership with the Ashanti-Africa
mining co-operation and they had undertaken to de-racialize the Administration,
which is lily-white. To strengthen the relations between Mali and South Africa,
the former Minister of Minerals and Energy, Hon. P. Mlambo-Ngcuka visited Mali
in 2003. The Minister after having visited the mines together with the Minister
of Minerals in Mali said that for South Africa to play a meaningful role in the
development of mining in Mali, there was a need to attract more skilled
artisans to the country. She undertook to pay more attention in that regard.
With respect to any relations
between South Africa and Mali in the education sector, the High Commissioner
said that there was no formal link between the two countries. However,
Anglo-Gold had taken the initiative and had sent ten (10) Malian students to
study mining related courses at the University of Pretoria.
He further indicated that the Embassy and the Malian
government had entered into a joint mission and had identified two Malian
officials who would be trained in English language at University of Pretoria
for three months to become more efficient in performing their official duties. The
Embassy is considering of sending South Africans to be trained in French to
benefit both countries.
A significant occasion occurred when the State President of
South Africa, President Thabo Mbeki visited Mali on a state visit in November.
The visit resulted into South Africa pledging to support Mali in preserving its
conservation. An amount of R13, 7 million was raised. The South African and Malian Governments represented by the Minister in the Presidency, Dr Essop
Pahad, and the Malian Minister of Foreign Affairs and Malians Abroad, Mr
Lassana Traore, signed an agreement expressing the two countries commitment to
undertake a government-to-government project aimed at conserving the
manuscripts at the Ahmed Baba Institute and at rebuilding the library and
archival infrastructure of the Institute.
The SA-Mali project has been declared an official South
African Presidential Project and has been endorsed by the New Partnership for
Africa’s Development (NEPAD) as its first cultural project. The delegation left
for the Malian Minister of National Education.
Though the delegation had intended
to visit the Timbuktu project, due to the short period spent in Mali, the
distance from Bamako and the lack of regular flights, this part of the visit
was left out.
2.
COURTESY CALL ON
MALIAN MINISTER OF NATIONAL EDUCATION, HON. MR. MMADOU LAMINE TRAORE
The delegation arrived at the Malian
Ministry of National Education. They were welcomed by the Minister, the Hon,
Mr. Mamadou Lamine Traore, accompanied by Ms Senegai, the Technical Advisor in
the Minister’s office, Dr Kaute, the Director-General of National Education and
Mr. Djali, the Communication Advisor in the office of the Minister. The leader
of the delegation introduced members of his team and explained the purpose of
the visit.
2.1 Single Ministry of Education
The Minister briefed the delegation and provided a broad
overview of the educational system in Mali. There is only one Minister of
National Education in Mali. They used to have three Ministers of Education in
the past, but in 2000, the three Ministries were merged into a single Ministry.
The education system is divided into three categories, namely, Primary,
Secondary and Tertiary. At Primary school level a learner attends school for
nine years. At Secondary school level a learner attends school for three years.
At Secondary school level if a learner desires to further his/her studies, at
Tertiary level, he or she should have obtained the High School Diploma.
In the first year of schooling learners are taught in
French and as they proceeded in their second year, they are taught in English.
Over a period of years, students are able to speak French and English fluently.
70% of children attended school and education is free.
Due to cultural resistance, parents
preferred to send boys to schools than girls. The reasons for that were based
on socio-economic and cultural reasons.
2.2 Types of Higher Institutions
of Learning
Two types of institutions exist in
the higher educational system from which students have a choice to
further their studies. The first is the University of Bamako and the second are
the technical colleges that have Faculties of Science and Technics; Languages,
Literacy, Arts and Human Sciences; Medicine, Dentistry and Law.
2.3 Prevalence of HIV/AIDS
The prevalence of HIV/AIDS pandemic
in schools is not as high as the rate of HIV/AIDS in the country as compared to
the Southern African Development Communities. There are educational programs in
place to address the effects of the virus.
2.4 Free Education
University education in Mali
is free for Malian citizens. Students who obtained best results are provided
with a government scholarship. The 100% scholarship covers tuition,
accommodation and books. A full scholarship amounts to 26 500 cfa per
month for nine months. Each student is given 38 000 once a year and this
is the highest that the government offers. Regardless of the student results
when registering for the first time, the government allocates an amount of 5
000 cfa for registration. Bamako University has been given a budget of 4
billion cfa.
3.
WELCOME AND WORKING MEETING AT THE OFFICE OF THE RECTOR OF
UNIVERSITY OF BAMAKO
The delegation was welcomed by the
Rector of the university, Ms Siby Ginette Bellegarde, accompanied by members of
the university Council. The Rector briefed members and focused on the tuition
fees, number of registered students, number of faculties, access to university
and accommodation, registration of foreign students, academic development and
through-put.
3.1 University of Bamako
The Rector reported that the
university of Bamako was the only university in Mali
The student population in the last
semester was 32 000. In the current semester the numbers had increased with 10
000. The total number of students registered in the Faculty of Science School
is 12 000, made up of 10 000 in the Pharmacy and 2 000 in the Medicine Schools.
3.2
Faculties
The
3.3
Gender Equity
The social stereotype and resistance
from the communities with regard to women participation played itself out at
university of Bamako. The participation of women in this institution is in the
ratio 30% to 70% compared to male counter parts in other universities. The
university employs fewer women professors. There are only fifteen academics of
which two are women. Even though gender equality at the institution is skewed,
women felt discrimination at university is neither positive nor negative.
It has been reported that issues of
gender equality has not been as high at universities as it is at schools. As
women proceed further with tertiary education, the women participation is very
low at administration and at management level except at high school level. This
is mainly caused by a lower number of women who passé their High School
Diploma. Those who manage to pass their High School Diploma proceed to study
for another four-year tertiary education, are often get high positions in the
private sector.
3.4
Budget of the University
The university receives its budget
from the Department and 5% from tuition fees. The budget received is used for
equipment, and is usually not enough. A student who did not get a bursary &
succeeds to second year automatically gets a bursary. The budget for salaries
and administration is derived from a special fund set aside for maintenance.
Each year after students have passed their High School Diploma, the office of
the Minister compiles a list of those who have obtained good grades and
satisfied the minimum requirements to be provided with a scholarship to study
further.
3.5
Scholarship
The scholarship that each student
receives amounts to R26 500, which covers 100% of the fees. About 50% of the
bursary is often allocated to students who have obtained good grades and
staying far from the university. There are some of students who are provided
for by their parents. The budget that is
allocated to the university is often not sufficient to cover for administration
and maintenance. Thus the Minister has set aside a special fund that is used as
contingency to cover for administration and maintenance of equipments.
3.6
Foreign Students
The
university accepts foreign students and most of them are enrolled with the
Faculty of Sciences for Medicine and Engineering. Their registration fees costs
between R200 000-250 000 CDs. The university makes provision to accommodate
student on residences. The increasing number of current and foreign students
the university is impacting on the institutional infrastructure.
3.7
Student Residences
The residential facilities are in
most cases are not enough to accommodate all students. This situation forces
students to share rooms; six students often share the double rooms. In order to
deal with this challenge, the university admits between 2-3% of students into
residences.
3.8
Academic Development
The institution does not have clear
mechanisms to develop academics at the university. However most professors have
received training in Russia, France, United States of America, Canada and China
and Northern African, for example, Morocco, Tunisia Algeria.
3.9
Internet Facility
The university started Internet
Centre to train them Internet and to enable them to conduct research.
3.10
Business Programs
The university does not
have Business school programs, but offers professional programs through the
Faculty of Science and Technics.
3.11
Challenges facing the university
·
Lack of adequate professors;
·
Lack of infrastructure
·
Lack of equipments
The University requested the
Committee to assist in establishing partnerships with South African
universities. The partnerships are aimed at encouraging student exchange
programs and to develop Indigenous African languages.
4.
VISIT TO THE FACULTY OF LANGUAGES, LITERACY, ARTS AND HUMAN
SERVICES, UNIVERSITY OF BAMAKO
At the Faculty of Languages, Literacy, Arts and Human
Sciences (FLASH), the Vice-Principal Mr. Berthe’Salif welcomed the delegation.
He briefed the delegation around courses that are offered at the Faculty, the
composition of staff and academics, the total number of students.
4.1 Faculty of Languages,
Literacy, Arts and Human Sciences
The Faculty of Languages, Literacy, Arts and Human Sciences
falls under the University of Bamako. The Faculty was established in November
1996 when programs were offered. The Faculty of Languages, Literacy, Arts and
Human Sciences has got 11 500 students with five different departments.
Departments at this institution include, departments of teaching and research,
arts and literature, geography, social sciences, which includes, philosophy,
educational science, sociology, anthropology and psychology. In the social
sciences school, psychology is the largest. Other departments were History,
Archeology.
All students are expected to learn
one national language of their choice in addition to English. In order to address the shortage of
Professors specializing in Linguistic, the faculty imports external Professors
from Senegal. As part of recruitment,
the institution also uses the Francophone Agency to identify Professors from
Burkina Faso. This agency works closely with UNESCO to track Malian Professors
in foreign countries. They are recruited to assist the institution for a period
of three weeks.
4.2
Structure of FLASH
FLASH has 52 staff members who
occupy the Administration and Technical Division, performing secretarial and
technical tasks. It was reported that in the previous semester the number of
students was standing at 11 500. The student intake for 2005/06 is expected to
increase by 5 000. In the beginning, FLASH operated as a Professional
institution specializing in Science and Technical courses.
4.3
Academic Staff
The academic staff of FLASH is made
up of 139 academics, of which 134 are men and 5 are women. The institution has
committed itself to address the gender imbalances.
4.4
Foreign Students of FLASH
The institution admits foreign students from Gabon, Congo,
Chad, Burkina Faso, Ivory Coast and from Central African countries. Some
students received scholarships from their respective governments. The
government also subsidizes foreign students particularly those from Niger. They
owe the institution large sums of monies.
4.5
Challenges facing the institution
The major challenge facing the
institution is the large number of foreign students seeking admission. The
university took a decision to accept only students with High School Diplomas
for enrolment. The delegation left to visit the Faculty of Science and Technics
of University of Bamako.
5.
VISIT TO THE FACULTY OF SCIENCE AND TECHNICS
UNIVERSITY OF BAMAKO
The Vice-Dean, Prof Soulaymane
Traore, welcomed the delegation and gave an overview of courses offered, the
duration of study, the number of registered students, the number of academics
and staff compliments. He also highlighted on the total number of Doctorates
obtained and the countries in which academics were trained. The Faculty offers
Science, Chemistry and Mathematics. The Faculty is made up of 80 permanent and
150 part-time academics. There are 2 042 students registered with 60 staff
members who provide administrative and technical support. Out of the 80
permanent academics, 50 have obtained their Doctorate Degrees and studied and
trained in countries such as China and United States of America. There are
currently 9 doctoral candidates. 3 in Chemistry, 2 in Mathematics, 1 in
Physical Science and 3 in Biology.
6.
VISIT TO BRIAN MULRONEY PRIMARY SCHOOL IN KATI (NORTH WEST
OF BAMAKO)
At Brian Mulroney Primary School,
the Directors of the Academy of Basic Education Service in Kati accompanied the
delegation. The Director of Education Services gave a briefing, focusing mainly
on the two-cycles of the education system, the number of learners, the number
of teachers and the role of the School Body. The Academy is made up of 1st
and 2nd cycle of Education. First Cycle, Grades 1-6, and second
cycle, Grades 7-9. The two cycles run vertically.
6.1 First Cycle Education System
The delegation interacted with a
first cycle classroom, a group of learners ranged from 9-11 years. The
classrooms are overcrowded. All subjects are taught in Bambara, which is the
official mother tongue, and English as a second language.
6.2 Second Cycle Education System
The delegation interacted with learners in a Grade 9
classroom. The class had 87 learners which, the delegation was told, was one of
those with a fewer number of learners. It was said that classrooms are often
filled with a maximum of 100 learners.
When a learner passes his/her exams, he/she is issued with a Diploma and
proceeds to Secondary level. Subjects such as Mathematics, Science, Geography
and French are offered at the school. The number of learners enrolled in the
second cycle was 400 learners. The number of teachers teaching second cycle was
11. Out of the 11 teachers, only 1 is a female teacher. The school has got a
School Governing Body (SGB) that oversees parents and teachers. The SGB is
actively involved in the management of the school.
7.
VISIT TO THE NELSON MANDELA PRIMARY SCHOOL
The delegation visited the Nelson
Mandela Primary School, which is named after the former President of the
Republic of South Africa, Nelson Rolihlahla Mandela and was welcomed by
the Director of the Academy of Learning, Ms Diallo Fadimala B Toure. The
delegation was briefed about the founders of the school the composition of the
different schools, subjects that were offered in the official mother tongue,
and the commitment and role of the Nelson Mandela Foundation in assisting the
school. It was reported that the school was jointly opened by the former
President, Nelson Rolihlahla Mandela and Mr. Alpha O Konare in March 1996. The
school premises are made up of 4 Primary and 1 Middle Schools. The Middle
School is composed of Grades 7-9 that falls under 8 different Inspectorates for
Basic Education. The Middle School has 5 Directors who are supervised by the
Head Master of the school.
In order to differentiate between
the different schools, each school is named using the letters of the alphabet,
such as school A or B. The School A has 450 learners with 6 teachers, out which
4 were Males and 2 Females. The Educators teaching at the Middle School were
provided with special training courses. As a symbol of friendship between the
Japanese and Malian schools, both entered into establishing a twinning
programme.
Since 1980 the school had
experimented in giving lessons in Bambara. A concerted effort was made this
year to teach the language from Grades 1-6. As an experiment, all learners in
Grade 5 are taught in Bambara. Learners are divided into small groups and are
encouraged to work as a team. It has
been observed that since the introduction of Bambara at the school, the numbers
of learners had decreased because some parents had removed their children from
the school.
7.1 CONCERN RAISED BY
MANAGEMENT OF THE SCHOOL
Due to the popularity of the school in the area, Management
reported that they were promised by the Nelson Mandela Foundation to keep
contact with them and consider the possibility of assisting them. They
requested the Committee to take up the matter with the Foundation.
7.2
COMMITTEE’S UNDERTAKING
The Committee undertook to make a
follow-up on the commitment made by the Nelson Mandela Foundation to assist in
building additional classes at the school.
With regard to offering subjects in
the mother tongue, the Committee requested that Management provide them with a
copy of statistics on the results of the exams taken in Bambara.
8.
VISIT TO NATIONAL SCHOOL OF ENGINEERING
The Rector of the National School of Engineering and
members of the Academic Council welcomed the delegation. The Rector briefed
members of the delegation and provided an overview of the programmes offered at
the school. The briefing was followed by a tour of the school and some of the
laboratories.
8.1 Technical Colleges
The National Engineering School existed prior to the
University of Bamako was created. After independence the government adopted a
Higher Education System exclusive of university. The Higher Certificate
preceded the university. The government realized that the Higher Education
system did not prepare students adequately to learn the Basic subjects at
university. Due to the system producing half cooked students, the system was
changed and divided into the following four divisions:
·
Civil
Engineering Unit specializing in training students to become engineers.
·
Industrial Engineering Division specializing in electronics,
mechanics, and energy.
·
Mathematics Division specializing in Mathematics
·
Department of Geology specializing in mining related
matters.
8.2
Level of Entry
In order to be accepted at the National School of
Engineering, a student is required to have studied for 2 years at university,
and for another 3 years at the Engineering school before one can qualify as an
engineer. The institution has accepted 400 students with an academic staff
compliment of 100. There are about 80 staff members employed on permanent basis
and 20 are employed on a part-time basis. Out of the 80 permanent academic
staff, 3 are women. The number of women academic staff is only 3; the reason
provided for the low number of women academics was that families do not allow
girls to study for technical subjects.
An average of 80% of students complete their studies and graduate.
8.3
Virtual University
The delegation visited two classes,
one was a virtual university class and another was a computer networking class.
The virtual university offered video conferencing classes electronically
through the Canadian university. For admission into the virtual university
classes, students should have done and passed for 2 years at university.
Based on the performance of the student, they are selected electronically, and
then they submit an application to the Canadian university for admission. The
admission fee to study costs R200 000 CDs. The class had 27 students, 17
were English speaking and 10 were French speaking. The second class the
delegation visited was a computer networking class where students studied
computer-networking systems. To specialize in computer networking a student is
required to have 1-year basic knowledge in computer science.
9.
STUDY TOUR TO GHANA
On the
18 October 2005, the delegation arrived in Accra, Ghana. They were welcomed at
the Airport by Ms Nokukhanya Matshikwe, the 2nd Secretary Political
and accompanied by officials in the Protocol Office of the Speaker.
9.1
COURTESY CALL ON HIGH COMMISSIONER MR RAPU MOLEKANE AT THE
HIGH COMMISSION OFFICE, NORTH LABONE
On the 19 October 2005 the delegation paid a courtesy call
to the office of the High Commissioner, Mr. Rapu Molekane. He warmly received
the members of the delegation and welcomed them to Ghana. The leader of the
delegation introduced the members of his team and outlined the purpose of the
study tour. After the introduction, the Commissioner briefed members of the
delegation and focused on the New Patriotic Party that came into power in 2004,
the South African Ghana relations and the bi-laterals that existed between
Stellenbosch and Ghana universities.
The Commissioner told the delegation that the office was
opened in 1996. In 2004 the New Patriotic Party was voted into power replacing
the National Democratic Congress. Free Basic Education was introduced together
with the new national uniform of brown and yellow. The relation between South
Africa and Ghana existed for the past 10 years and the cooperation was signed
in the field of defense. A well-established college for Senior Military staff
was built. South Africa and Ghana had also working relations in peacekeeping
missions. They have signed an agreement in establishing a center for
peacekeeping. The two countries have not entered into an agreement on
Agriculture but had entered into negotiations on cultural issues.
The joint bi-laterals on Agricultural matters would be
launched before the end of the year. Except the avoidance of taxation
agreement, the two countries had general trade on aviation matters on a
commercial basis. An unofficial exchange programme exists between University of
Ghana Lagos and University of Stellenbosch. The exchange exists in the field of
study of HIV/AIDS. A Masters programme exists where academics from Stellenbosch
visited the university of Ghana and in return academics from Ghana visited
university of Stellenbosch.
25 South African companies are in Ghana. Companies such as
Checkers, Woolworths, Stannic and Multi-Choice had put up shop in Ghana and
South African companies are doing well.
9.2
COURTESY CALL ON THE FIRST DEPUTY SPEAKER OF PARLIAMENT, HON
FREDDIE BLAY
The delegation visited the First
Deputy Speaker of Ghana Parliament and was profoundly welcomed by the two
Deputy Speakers to Parliament. The Chairperson introduced members of the
delegation and provided an overview on the purpose of the visit by the
Committee.
The briefing focused around a broad exposition of the
Educational System in
The country also experienced the
brain drain phenomenon. To retain educators, the government is moving towards
implementing a Human Development Programme with emphasis on Science and
Technology.
The delegation was allowed to
observe the proceedings of the Public Accounts Committee when they were
examining the audited accounts of the Departments and entities. The
establishment of the Public Accounts Committee is provided under Order 151 (2)
of the Standing Orders of the Parliament of Ghana. The Order 165 (1) of the
Standing Orders provides that the Committee shall consist of not more than 25
Members under the Chairperson of a Member who does not belong to the party,
which controls the Executive branch of Government. Accordingly, and by
convention, the Leader of the Main Opposition Party of the House has always
chaired the Committee. The primary responsibility of the Committee is to
examine the audited accounts of sums granted by Parliament to meet the public
expenditure of the Government, and such other accounts before Parliament. In
terms of it functions, the Committee has the powers, rights and privileges of a
High Court or a Justice of the High Court.
The Heads under which the
Auditor-General reports to Parliament are as follows:
·
Foreign Exchange receipts and payments of the Bank of Ghana;
·
The District Assemblies Common Fund;
·
The District Assemblies and Traditional Councils;
·
Public Boards and Corporations;
·
Pre-University Educational Institutions;
·
The Ministries, Departments and other Agencies of the
Central Government and
·
The Consolidated Fund.
The delegation was further taken
around the buildings of Parliament where they observed the old Parliament
Building or the House of Parliament, which was built forty-three years ago. The
number of Members of Parliament is approximately two hundred and thirty (230).
There are less that 10% women parliamentarian The Majority Party held hundred
and twenty-eight (128) seats. The voting system is based on the constituency
voting system. The Constitution states that Ministers who are not members of
Parliament should not be less than 50%. Eighty-eight (88) seats of members of
Parliament are made up of Deputy Ministers.
The challenge facing the Parliament
of Ghana is that there are no Committee rooms and that Members do not have
offices. There is no dedicated research support for the Members. To convene a meeting, parties make use of
lobbies. In order to address the shortfall of offices, the State House for the
government department of housing will be converted to offices for all Members
of Parliament.
9.3
COURTESY CALL ON HON. MINISTER OF EDUCATION AND SPORTS, MR
YAW OSAFO-MAAFO, MP
The Acting Director General Mr Clark welcomed the
delegation and took them to the office of the Hon Minister of Education and
Sports, Mr. Yaw Osafo-Maafo. The Minister briefed the delegation on the
Educational System in Ghana and the New Proposed Structure of Education.
It was reported that, currently Ghana operates a structure
consisting of 6 years of Primary Schooling, 3 years of Junior Secondary School
(JSS), 3 years of Senior Secondary School (SSS) and generally 4 years of
university education. The country offers Basic Education, which is defined as
the minimum period of schooling needed to ensure that children acquire basic
literacy, numeracy and problem-solving skills as well as for creativity and
healthy living.
9.2.1 Primary Education
The primary education, which covers
6 years after kindergarten, it is aimed at consolidating the knowledge and
skills acquired at the kindergarten level and forms as the foundation for
inquiry, creativity and innovation and inculcates good citizenship in children.
In terms of the report of “Education
in the 21st Century”, it is recommended that at
Primary Education level emphasis should be on literacy, numeracy and
problem-solving skills. The creative arts is comprised of, art and craft, music
and dance, physical education and ICT. The educators are encouraged to offer
the subjects as practical and creative activities. Those children whose first
home language is Ghana’ are encouraged to be taught in at the kindergarten and
at primary level.
9.2.2
The Junior Secondary School constitutes a three-year post
primary education and provides opportunity for pupils to discover their
interests, abilities, aptitudes and other potentials. It introduces them to
basic scientific and technical knowledge and skills and prepares them for
further academic work and acquisition of technical/vocational skills at the
secondary level. To improve the quality of education at this level, teaching is
strengthened through improved supply of well-qualified teachers, especially for
English, Mathematics, Science and the Creative Arts.
9.2.3 Senior Secondary/Technical
/Vocational Education
The Secondary education is provided
at Senior Secondary Schools, technical/vocational institutes and through
apprenticeship schemes. The curriculum at this level is diversified to cater
for the different aptitudes; abilities, interests and skills of students
provide some with the opportunity for further education and training while
others are introduced to a wide variety of relevant occupational skills.
To address the issue of developing the Technical,
Vocational Education and Training (TVET) sub-sector as alternative parallel
stream, the government should make a major shift in its state education policy
in favour of the TVET sub-sector. The Technical Teacher Training facilities at
the University College of Education of Winneba, Kumasi and Technical Teachers
Training College, Mampong are to be expanded to cater for the training of more
technical and vocational teachers.
9.2.4 Tertiary Education
The tertiary education embraces
various types of post-secondary education programmes that offer training
leading to the award of Diploma and /or Degree. There is one National Minister
with three Deputy Ministers. Tertiary
education includes universities, polytechnics, and specialized institutions.
Tertiary students receive loan funding through means tests. The state is
finding it difficult to recover loans from student who have completed their
studies.
To address problems of access, funding, staffing, quality
and relevance, the government should improve and expand significantly academic
and physical infrastructure and facilities in all state tertiary institutions
to enable them to deliver at optimum capacity. The working conditions,
including facilities for research and teaching should be improved to attract
and retain staff. The tertiary
institutions should set up well-resourced quality assurance units to monitor
academic and professional programmes in the institutions. Also the universities
should liaise with industry and business to set up standards of competencies
for skills acquisition.
The objective is to create an
intellectually, spiritually, emotionally, and physically well-balanced
individuals with the requisite knowledge, skills, values and aptitudes for
self-actualization and for the socio-economic and political transformation of
the nation, and the Government of Ghana.
10.
MEETING MR ATO ESSUMAN CHIEF DIRECTOR, MINISTRY OF EDUCATION
AND SPORTS AND MR. MICHAEL NSOWAH, ACTING DIRECTOR GENERAL, GHANA EDUCATION
SERVICE
The delegation was welcomed by the
Acting Director General Mr. Michael Nsowah at the Education Service Building.
He briefed members around the management and administration of Pre-Tertiary
Education, the management at the school level, at District and Regional level.
The Management of pre-tertiary education is based on a six-tier system namely,
School, Circuit, District, Regional, National and Ministry of Education level.
The essence of this arrangement was to ensure that all decentralized agencies
and units are involved in the management of schools, to ensure effective
delivery and supervision of pre-tertiary education.
10.1 Management at the School level
The school is the primary unit of
management headed by the principal who handles all the management issues. The
principal is supported by a number of agencies, including the School Management
Committee (SMC), Board of Governors and the PTA. The class teacher on his/her
part provides leadership in the management of the day-to-day teaching and
learning environment.
10.2 Circuit level
At the circuit level, the Circuit
Supervisor is in charge of the Circuit, which consists of a cluster of schools,
numbering between ten and twenty depending on the area of operation.
10.3
Regional level
The Regional Directorate of
Education is responsible for the co-ordination, supervision and monitoring of
the management functions of the District, Directorates of Education and
Regional Education units in order to ensure good quality education in schools.
10.4 Ministry of Education
At the ministerial level, the
Ministry of Education, as the body charged with formulating educational
policies, has the responsibility for ensuring that educational policies and
their implementation harmonize with national developments.
10.5 The school organization
The current system of 6 yrs primary;
3 yrs junior secondary and 3 yrs senior secondary will change in 2007 to 2 yrs
pre-primary; 6 yrs primary; 3 yrs JSS and 4 yrs SSS. From this year, levies
have been abolished and the government pays capitation.
10.6
Teacher training
The rural areas are faced with a
problem of untrained teachers. These teachers are given on the job training
through the “Untrained Teachers Programme. There are 38 teacher-training
colleges in Ghana. These colleges have been upgraded from three year to
four-year courses offering Diplomas instead of Certificates. Teachers Unions
cooperate with the Department. The
teacher: pupil ratio is as follows: Primary 32:1; JSS, 22:1; SSS, 20:1
11.
Challenges
§
Inability of teachers to go to rural schools.
§
Low teacher salaries.
§
HIV/AIDS pandemic.
12. VISIT TO ACHIMOTO SCHOOL
The delegation visited
The school is divided into four programmes namely, General
Science, Creative Arts, Vocational and Visual Arts and General Agriculture. The
total number of learners was approximately 1 585, with proximately 80 staff
members. The learners pay levies, which covers school fees, boarding, and food.
The continuous assessment of learners continues every term and that had an
effect on acceptable discipline. The final year exams are common throughout
Ghana. The school is part of the West African Schools (ECOWAS). The school teachers
are accommodated in bungalows within the schoolyard.
13.
MEETING WITH ACTING VICE-CHANCELLOR, UNIVERSITY OF GHANA,
LEGON
The delegation visited the University of Ghana, Legon. The
Vice-Chancellor, Prof C Gordon who is the Dean of International Programme,
welcomed the delegation. He provided an overview of the university. Currently
the university is amongst twenty (20) proven universities around the world. The
number of courses the university offered equipped more entrepreneurs to become
more marketable and information technology was at the thrust of the vision of
the university. The university is one of the oldest institutions.
Recently the university participated
in the Peer Review Programme. The Institute of Statistical, Social and Economic
Research was requested by the Governing Council of the African Peer Review
Mechanism APRM-Ghana to undertake studies into socio-economic development in
Ghana with a view to establishing Ghana’s performance in relation to national
goals and aspirations. The outcome of the exercise was required to be
empirically verifiable by an international team using acceptable methodologies.
The task was carried out which involved field surveys of 20 districts in all 10
regions of Ghana and several focus group discussions throughout Ghana.
Currently the university of Ghana
had signed new agreements with University of Leeds and registered students for
full degree. The number of both Regular Foreign students and special
admission students continues to increase as mandated by the university of
Ghana. The issue of access is quite interesting, because the daily graphics
indicate that several hundred million dollars are of student loans that had not
been paid back.
The residential fee is approximately $850 and the students
are highly subsidized. The real cost is 8-10 times what students paid. They
depended on the government for intervention to operate fee-paying students. The
university had administered foreign students according to the Strategic Plan
2001-2010. A policy is in place to encourage access in output looking with
interacting with external bodies. Female access had positive spin offs. The aim
is to increase the 3% number of female in admission policies. By this mechanism
or policy the institution want to increase the population of female to close to
43,4%. The institution is working towards getting female population to an
acceptable numbers.
As a way of increasing the number of females, the admission
policy, developed a cut off point for women lower to that for men in
mathematics. In every year, a Science and Maths workshop for girls is conducted
to encourage young women and this year boys were also included.
The courses in Maths and Science are
very critical for the development of female students. The university has
established a Regional Centre for Science Education for female learners.
It has a registered intake 30 000
students and this poses problems for residential accommodation as the
institution is modeled along the Cambridge system.
The institution has exchange
programmes mostly with European Universities. There are considerations to have
relations with other South African Universities.
14.
MEETING WITH MR. PAUL EFFAH, EXECUTIVE SECRETARY NATIONAL
COUNCIL ON TERTIARY EDUCATION
Mr. Paul Effah, who briefed members and focused on the core
values of the Council, the establishment of the Council and its objectives,
welcomed the delegation. The National Council for Tertiary Education’s values
stem from its coordinating role which requires it to be visionary, efficient,
professional, objective and unbiased in its dealings with all its constituents.
The Council will strive to treat all stakeholders with equity and respect
without ever compromising its responsibility to the sub-sector and to the
nation. In advising the Minister and other stakeholders, the Council must
remain objective and free from any external influence.
The 1992 Constitution of Ghana
mandates for the establishment of a number of bodies. Amongst those is the
National Council for Tertiary Education (NCTE), established by an Act of
Parliament, Act 454 of 1993. The Act enjoins the Council; to advise the
Minister on the development of institutions of tertiary education in Ghana. It
also seeks to enquire into financial needs of the institutions of tertiary
education, and advise the Minister accordingly, to recommend to the Minister
for purposes of the preparation of the annual national education budgets. Block
allocations of funds towards running costs and grants towards capital
expenditure of each institution of tertiary education and indicating how the
allocations are to be disbursed.
The Act allows for recommendations
on national standards and norms including standards and norms on staff, costs,
accommodation and time utilization for approval of the Minister and to monitor
the implementation of any approved national standards and norms by
institutions.
Further more it seeks to advise
Governing Councils of institutions of tertiary education on suitable measures
for generating additional funds for their institutions. Key to the action plan
of the NCTE is to create attractive options within the tertiary education
sub-sector to encourage the development of new programmes involving the
industry. To facilitate the development of clear and widely accepted definition
of tertiary education. The Act seeks to establish mechanisms for monitoring,
evaluation and review of standards and norms.
15.
MEETING WITH ACTING CHIEF DIRECTOR, REGIONAL CO-OPERATION
AND NEPAD
The delegation was initially scheduled to meet with the
Hon. Minister for Regional Co-operation and NEPAD, Dr. Konadu Apraku, who could
not make it.
The Acting Chief Director
responsible for Regional Co-operation and NEPAD instead welcomed it. To
spearhead the conceptualization of NEPAD, the government decided to create a
Ministry for NEPAD to deal with matters related to NEPAD. The major role played
the Ministry for NEPAD is to coordinate the activities of the structure with
the Ministers of Education and Agriculture. In the agricultural sector, the
Ministers are responsible for the implementation of a comprehensive
Agricultural programme.
The Ministry would also be going on
an advocacy outreach programme in Ghana where they seek to explain what NEPAD
is all about. How the principles in the NEPAD Framework could be synergized in
the reduction of poverty. This would be achieved through creating avenues for
people to chart forward approaches as to how they could benefit through NEPAD.
The country is going through the African Peer Review Mechanism (APRM) and that
should be seen as a credible initiative. The Ministry had also coordinated
NEPAD agenda through various Ministers’ on the ECOWAS side. The emphasis is
placed on trade relations, free movement of people and signing of regional
protocols to be able to expand the interaction of different markets. A NEPAD
School feeding scheme programme had been started on a pilot basis. The
programme would be expanded across the country in 2006 to ensure that it
reached a maximum of two million children. A special Secretariat had been
established to monitor the National Department of Planning Commission in the
office of the Manpower Minister. To be able to sustain the programme, the
government had put in place a National Health Insurance Scheme to have a social
safety net. The school-feeding programme had been located and coordinated with
the involvement of key Ministries such as Health, Agriculture and Minister
responsible for Women and Children Affairs.
They would like to co-operate with some institutions in
South Africa. They tried to link with the Institute of International Affairs.
They would like to have educational exchanges with South Africa. These
relationships should be permanent and not once off.
16.
VISITING WINNEBA SECONDARY SCHOOL
The delegation visited Winneba Secondary School and was
warmly welcomed by the Head Mistress of the school and her staff members. She
focused on the establishment of the school, the subjects the school offered,
the number of learners and educators. Winneba was started in 1949 by AJ Hammond
a Member of Parliament in a private apartment in town with one chair. The
school has a staff compliment of fifty-four (44), composed of 40 males and 4
females and an intake of 1300 learners. The courses that are offered are;
Science, General Arts, Business and Agriculture. The results were steady and
impressive. The pass rate for the last semester was at 79,5% in Mathematics,
and 83,1% in English. The achievement was regarded as being remarkable for the
school based on the background from which learners come, which is not good. To
sustain the performance of learners, the school arranged extra classes for
learners who are performing poorly. Most teachers at the school took their
examinations under the West African Examination Council. Those teachers who
performed exceptionally are cited and awarded a “best teacher” award for their
excellent performance.
The school has got a Science Resource Centre that offers
tuition and practical. It also two has qualified nurses who manage an
outpatient ward with 12 beds, six dormitories blocks for 600 boys and five
dormitories for 700 girls. The school has got a choir and most of the learners
belong to that choir. The school won the North West Choral music and obtained
top position in the region.
The challenges facing the school are; the utility vehicle
used for internal usage had broken, the sanitation facilities are unacceptable,
printing machine to print examination papers had broken. However some of the
former students offer assistance through donations. The school has received 300
metal chairs.
On the other hand the schools has received a contribution
of R1, 4 million from the Swedish government towards the establishment of the
Internet facility. The Lee University in the United States of America provided
practical teaching to thirteen students on mentorship programmes.
17.
MEETING WITH VICE-CHANCELLOR OF
UNIVERSITY COLLEGE OF EDUCATION OF WINNEBA
The delegation visited the University College of Education
of Winneba and was welcomed by the Vice-Chancellor of the university, Prof
Niibi Ay-Boute. Accompanying the Vice Chancellor were the Heads and Deans of
the different departments. The Vice-Chancellor briefed the delegation and
focused on the establishment, the roots, the vision and mission, the goals, the
structure, the faculties, mandate of the institution and the number of campuses
constituting the institution.
17.1
Establishment of Winneba
The University College of Education of Winneba was
established in 1992 as part of the educational reforms. The University College
of Education of Winneba is an advanced specialist teacher training college. By
its set up, operates a multi-campus system. It was mandated to produce
professional teachers for Basic, Secondary and Teacher Training Colleges. The
institution is therefore expected to play an important role in the reform
programme.
It has three campuses, namely, Kumasi Campus, which
emphasizes on advanced technical and business education. The other is the
Ashanti-Mampong Campus, which specializes in agricultural education. The third
is the Winneba Campus, which has three sites and produces teachers in areas
such as Science, Social Studies, Music, Art, Home Economics, Basic Education,
Special Education, Mathematics, English, French and Ghananian Languages. The
University College of Education of Winneba is a unique institution that offers
advanced teacher education, it was granted full university status with effect
from October 2002.
In 2004 the university became an autonomous institution in
terms of Winneba Act 672.
17.2
The
Vision and Mission
The University seeks to become the most excellent teacher
education university in Ghana, it is recognized as one of the best in Africa,
and is recognized world wide as higher institution of learning. It serves as a
centre of excellence that inculcate in its products the requisite academic
ability and professional competencies, and imbue them with humanistic values
for teaching at the pre-tertiary level, conduct research, disseminate relevant
knowledge and skills, and influence educational policy.
17. 3 Goals
of the Institution
The major goals of the university are to: improve Academic
Excellence, improve infrastructure, initiate Innovative Programmes, establish
partnerships, address Imbalances in Educational Provision and ensure financial
self-sufficiency.
17.4
The University in brief
The full-time students at the
institution for the financial year under review stand at aggregate level of
18,317, with a gender breakdown of 10 706 males, and of 7 611 female students.
In terms of its budget allocation, the university received ¢158 billion
(US$17.5m) in 2005.
17.5 Students
17.6 Full –time Students
17.7 Faculty of Language
Education
The Faculty of Language Education
continued to focus on research and teaching related to the improvement of
performance in languages used in Ghana. English as the official language of the
country and the various other Ghanaian languages like French, Akan-Nzema, Ewe,
GaDangme and Gur-Gonja are considered as vectors of education culture and
community interaction.
17.8 Faculty of
Technology Education
The faculty continued its primary functions of teaching and
research in Information Technology Education. The Faculty is making every
effort to reposition itself in order to respond to the rapid changes in
information technology and the information economy.
17.9
Faculty of Agriculture Education
The Faculty teaches courses in Agricultural Education and
Animal Science. The faculty continued to provide training to an ever-increasing
number of students in addition to carrying out its other functions of research
and extension. The programmes offered are all areas, namely, Animal Breeding,
Meat Science and Technology, Microbiology and Immunology, Nutrition, Pasture
and Range Management and Physiology.
17.10
School of Creative Arts Education
The Faculty of Creative Arts Education continued to attract
a great deal of patronage from students and research scholars. The school
offered both full time and short courses to a large number of students in the
four areas of Art, Music and Performing arts, Enrichment programme in Music and
General Music Diploma.
17.11 Faculty of Science Education
The Faculty of Science Education continued to play a major
role in the education of undergraduate students in the Science Faculty. The
student interest in the subjects is picking and this is reflected in the
increased number of students registering for, Health, Physical Education,
Recreation and Sports, Home Economics Education, Mathematics Education, Science
Education.
17.12 Distinctive Profile
The year under review was another good year in the life of
the faculty. Besides smooth academic and non-academic work in the faculty
during the period, the faculty. Its members were involved in a number of
activities that sought to strengthen its position as an enviable hub in Africa
for, PGD Guidance and Counselling, PGD Education Student internship, Distance
Education which increased with female enrolment increasing to 60%, Applied
Linguistic Project studying 15 local languages and technical, vocational and
creative arts.
17.13 Partnerships
The university had entered into
legal links with outside universities and institutions. Currently the
university had signed agreements and established partnership with, Leeds
University, UK, Lulea University of Technology, Sweden, Lee University in
Cleveland, Tennessee, USA, University of Pennsylvania, USA, Arizona State
University, West, University of Jyvasklya, Finland, Ohio University, Athens,
USA, Simon Fraser University, Vancouver, Canada, Carnegie Corporation of New
York and UNICEF.
17.14 Improvement in
Infrastructure
The university had seriously
embarked on an epochal drive to re-structure and re-designate the university by
upgrading it to a modern university, in order to keep up with the increasing
numbers of students. A number of infrastructure improvements were by were
noted, namely, new Libraries with ICT Laboratories were built at the Winneba
and
18
RECOMMENDATIONS
o
The Committee recommends that the Departments of Education
and Foreign Affairs to work out system of promoting partnerships between South
African Universities and those in Mali with the aim of developing sustaining
the Indigenous African languages.
o
It is recommended that
GHANA
o
The Committee recommends that the Department should consider
introducing measures for the government to offer assistance for permanent
exchange programmes through the Institute for International Affairs for student
within the African countries.